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Boston College Bulletin 

Graduate Catalog 

19 9 2-93 



Boston College 
Chestnut Hill 
Massachusetts 02167 
617-552-8000 



BOSTON COLLEGE BULLETIN 

Volume LXII, Number 5, May, 1992 

The Boston College Bulletin contains current information regarding the 
University calendar, admissions, degree requirements, fees, regulations and 
course offerings. It is not intended to be and should not be relied upon as a 
statement of the University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes 
of any nature in its program, calendar or academic schedule whenever it is 
deemed necessary or desirable, including changes in course content, the 
rescheduling of classes with or without extending the academic term, can- 
celling of scheduled classes and other academic activities, and requiring or 
affording alternatives for scheduled classes or other academic activities, in 
any such case giving such notice thereof as is reasonably practicable under 
the circumstances. 

The Boston College Bulletin is published six times a year in April, May, 
July l.July 15, August, and September. 

Boston College is committed to providing equal opportunity in educa- 
tion and in employment regardless of race, sex, marital or parental status, 
religion, age, national origin or physical/mental handicap. As an employer, 
Boston College is in compliance with the various laws and regulations re- 
quiring equal opportunity and affirmative action in employment, such as Title 
VII of the Civil Rights Act and Federal Executive Order #1 1246. Boston 
College's policy of equal educational opportunity is in compliance with the 
guidelines and requirements of Title VI of the Civil Rights Act, Title EX of 
the Higher Education Amendments Act of 1972, and Section 504 of the 
Rehabilitation Act of 1973. 

USPS— 389— 750 

Second-class postage paid at Boston, Massachusetts 02109. 

Postmaster: send PS Form 3579 to Boston College Registrar's Of- 
fice, Lyons 101, Chestnut Hill, MA 02167. 



Front cover photograph by Gary Gilbert; design by Boston College Office of 
Publications and Print Marketing, and Boston College Office of the University 
Registrar 



^£ Printed on recycled paper 



C O N T 



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BOSTON COLLEGE 

The University 4 

Accreditation of the University 4 

Academic Resources 4 

Academic Development Center 4 

Audiovisual Facilities 4 

Computing Support, Service and 

Facilities 4 

The Libraries 5 

The Campus 5 

Policy of Non-Discrimination 5 

Confidentiality of Student Records 6 

Tuition and Fees 6 

Withdrawals and Refunds 6 

Financial Aid 7 

Student Services 9 

Academic Regulations 10 

Special Programs 1 1 

GRADUATE SCHOOL OF ARTS AND 
SCIENCES 

General Information 12 

Master's Degree Programs 12 

Special Programs 13 

Doctoral Degree Programs 13 

Admission 14 

Academic Regulations 15 

Graduation 16 

Financial Aid 16 

Graduate Programs: 

American Studies 16 

Biology 17 

Center for East Europe, Russia 

and Asia 20 

Chemistry 20 

Classical Studies 22 

Economics 24 

Education 26 

Faculty 26 

Department Policies and 

Procedures 27 

Admission 27 

Special Students 27 

Financial Aid 28 

Degree Programs 28 

Minor or Concentration in Educa- 
tional Technology 29 

Programs in Counseling Psychology 29 



Programs in Developmental and 

Educational Psychology 30 

Programs in Educational Research, 

Measurement and Evaluation 31 

Programs in Curriculum, Instruction 

and Administration 3 1 

Higher Education Specializations: 
Administration and Student 

Development 34 

Programs in Special Education 35 

Course Offerings 37 

English 49 

Fine Arts 53 

Geology and Geophysics 54 

Germanic Studies 58 

History , 58 

Mathematics 65 

Nursing 67 

Philosophy 75 

Physics 82 

Political Science 85 

Psychology 89 

Institute of Religious Education and 
Pastoral Ministry 93 

Romance Languages and Literatures ....96 

Slavic and Eastern Languages 100 

Sociology 102 

Theology 105 

University Courses 1 10 



THE WALLACE E. CARROLL GRADUATE 
SCHOOL OF MANAGEMENT 

The Master in Business Administration 
Program 1 1 

Master of Science in Finance 1 1 

Ph.D. in Management with a Concentra- 
tion in Finance 1 1 

Ph.D. in Management with a Concentra- 
tion in Organization Studies 1 1 

Joint Degree Programs 1 1 

The Core Curriculum 112 

Elective Offerings and Concentrations 113 

Career Services 1 14 

Admission to the M.BA. Program 1 14 

Tuition and Expenses 1 14 

Financial Aid 114 

General Information 115 

Faculty listings 1 16 



GRADUATE SCHOOL OF 

SOCIAL WORK 1 1 8 

LAW SCHOOL 121 

SUMMER SESSION 122 

CAMPUS MAPS 1 23 

ADMINISTRATION 1 24 

DIRECTORY AND OFFICE 

LOCATIONS 126 

ACADEMIC CALENDAR 127 

INDEX 128 



4 • The University • Academic Resources 



The University 



Having been granted its charter in 1 863 by the Common- 
wealth of Massachusetts, Boston College is one of the 
oldest Jesuit-founded universities in the United States. 
During its first fifty years the college was located in the City of Bos- 
ton. Shortly before World War I, property was acquired in Chest- 
nut Hill and the college was relocated to this suburban community 
six miles west of Boston. 

During the more than fifty years since its relocation the growth 
of Boston College into today's University was particularly evident 
during the 1920's. The Summer Session, the Graduate School of Arts 
and Sciences, the Law School, and the Evening College were added 
in rapid succession to the original College of Arts and Sciences. In 
1927, the College of Liberal Arts at Lenox and the Schools of Phi- 
losophy and Theology at Weston were established as academic units 
of the University. The Graduate School of Social Work was estab- 
lished in 1936, and the College of Business Administration in 1938. 
The latter, and its Graduate School which was established in 1957, 
is now known as the Wallace E. Carroll School of Management. The 
Schools of Nursing and Education were founded, respectively, in 
1947 and 1952. 



orfaXjbo 



ACCREDITATION OF THE UNIVERSITY 

Boston College is a member of, or accredited by, 
the following educational institutions: The 
American Association of Colleges of Nursing, the 
American Association of Colleges for Teacher 
Education, the American Assembly of Collegiate 
Schools of Business, the American Association of 
University Women, the American Bar Associa- 
tion, the American Chemical Society, the Ameri- 
can Council on Education, the American Psycho- 
logical Association, the Association of American 
Colleges, the Association of American Law 
Schools, the Association for Continuing Higher 
Education, the Association of Urban Universities, 
the Board of Regents of the University of New 
York, the College Entrance Examination Board, 
the Council of Graduate Schools, the Council on 
Social Work Education, the Association of Jesuit 
Colleges and Universities, the Institute of Euro- 
pean Studies, the Institute of Asian Studies, the 
International Association of Universities, the In- 
ternational Association of Catholic Universities, 
the Interstate Certification Compact, the Na- 
tional Catholic Education Association, the Na- 
tional League for Nursing, the New England 
Association of Schools and Colleges, the National 
Council for Accreditation of Teacher Education, 
Phi Beta Kappa, Alpha Sigma Nu, and other simi- 
lar organizations. 



ACADEMIC RESOURCES 

Academic Development Center 

The new Academic Development Center (ADC) 
is designed to support and enhance all aspects of 
academic excellence by helping undergraduates, 
graduate students, and faculty improve learning 
quality and teaching effectiveness. The ADC, 
which opened its doors in September 1991, is 
located on the second floor of O'Neill Library in 
the Eileen M. and John J. Connors, Jr. Learning 
Center. 

The ADC is a comprehensive, inclusive re- 
source serving all of the University's students and 
faculty. To address the needs of the great major- 
ity of Boston College undergraduates, the Cen- 
ter provides tutoring in a wide range of courses 
such as calculus, statistics, biology, chemistry, 
nursing, accounting and classical and foreign lan- 
guages along with training workshops in useful 
study skills and learning strategies. Graduate tu- 
tors in English help students strengthen their 
writing skills. All ADC tutors are recommended 
and certified by their relevant academic depart- 
ments; most are outstanding seniors or graduate 
students. 

The Center offers programs designed to chal- 
lenge the most academically talented, highest 
achieving students, as well as programs designed 



to support those who are least prepared and most 
academically challenged. One member of the 
ADC's professional staff serves the needs of spe- 
cial populations, particularly those students with 
learning disabilities, helping to ensure their aca- 
demic success at Boston College. 

The Center also sponsors seminars, work- 
shops, and discussions for faculty and graduate 
teaching fellows on strategies for successful teach- 
ing and learning. Through these and other activi- 
ties, the new Academic Development Center 
plays an important role in enhancing the quality 
of teaching and learning at Boston College. 

Audiovisual Facilities 

University Audiovisual Services provides the 
academic program with a broad range of instruc- 
tional media and materials support services. These 
include access to over thirty types of classroom 
AV/TV equipment. Also available are audio pro- 
duction services, film and video rentals, television 
recording and editing, graphics production and 
photographic production. Several courses are 
taught in AVs television studio. Students make 
major use of modern post-production editing 
equipment for their TV projects. 

The Language Laboratory, serving all the 
language departments and English for Foreign 
Students, is located in Lyons 3 1 3 . In addition to 
its 70 state-of-the-art listening/recording stations 
and dual-teacher console, the facility includes 
video and film viewing rooms and three audio- 
interfaced microcomputers. The Lab's audio and 
videotape collection, computer software and other 
audio-visual learning aids directly support and/or 
supplement the curriculum requirements in for- 
eign language, literature and music. The Lan- 
guage Laboratory Director and student lab assis- 
tants are available during the day and evening to 
assist students (undergraduate and graduate) and 
faculty in the operation of equipment and selec- 
tion of appropriate materials for their course-re- 
lated or personal language needs. 

Computing Support, Service and 
Facilities 

The O'Neill Computing Facility is available to 
anyone with a currently valid BC identification 
card. There are approximately 150 workstations 
available, providing access to a wide variety of 
hardware, software, and peripherals. Macintosh 
microcomputers are the most prominent feature 
of the facility. All of the Macintoshes are equipped 
with hard disks and are networked to a Digital 
3800 fileserver. There are also Digital VT-rype 
terminals which provide access to the VAX clus- 
ter of super-minicomputers. The VAX cluster 
may also be accessed from off-campus locations 
via modem. Modem access to the VAX cluster is 
available 24 hours a day, 7 days a week. Addition- 
ally, IBM PS/2 microcomputers are available in 
the facility for use. 

The Facility is staffed with professionals and 
students who provide assistance with all aspects 
of computing. Users may also be referred to the 
Information Processing Support consulting staff 
located in the basement of Gasson Hall for more 



The University • Academic Resources 



• 5 



specialized assistance. Training tutorials and soft- 
ware documentation are available for use within 
the Facility. 

Software applications available on the VAX 
cluster include word processing, programming 
languages, statistical analysis packages, graphics 
production, and database management. A similar 
array of software exists in the microcomputing 
environment. Output may be obtained from a 
variety of printing devices including high speed 
line printers, high-resolution dot matrix printers, 
and laser printers. 

The Gasson Help Center is located in Gas- 
son Hall, room 12. It provides support with file 
recovery and media conversion, as well as limited 
access technology such as scanners and slide-mak- 
ing equipment. It is open Monday through Fri- 
day from 9:00 a.m. to 5:00 p.m. on a drop-in or 
phone-in basis. 

The Libraries 

The Boston College Libraries offer a wealth of 
resources and services to support the teaching and 
research activities of the University. The book 
collections exceed one million volumes, and ap- 
proximately 14,000 serial titles are currently re- 
ceived. 

Membership in two academic consortia, the 
Boston Library Consortium and the Boston 
Theological Institute, adds still greater dimen- 
sions to the resources of the Boston College Li- 
braries, providing Boston College faculty and 
graduate students who have special research needs 
access to the millions of volumes and other ser- 
vices of the member institutions. 

Through membership in New England Li- 
brary Information Network (NELINET), there 
is on-line access to publishing, cataloging and 
interlibrary loan location from the OCLC, Inc. 
data base, which contains over twenty million 
records from the Library of Congress and from 
more than 6,000 contributing institutions. 

Boston College was among the first schools in 
the country to offer an online public computer 
catalog of its collections. The Libraries' Quest 
computer system provides instant access to infor- 
mation on library holdings, as well as supporting 
book circulation and acquisitions procedures. Stu- 
dents may browse the catalog using video display 
terminals in all the libraries, and faculty may ac- 
cess the catalog from their houses or offices. In 
addition, the libraries offer computer searching 
of hundreds of commercial data bases in the hu- 
manities, sciences, business, and social sciences 
through an in-house CD-ROM network, through 
access to outside databases, and through the Quest 
library system. 

Information on use of the libraries is con- 
tained in the Guide to the Boston College Libraries 
and other brochures available in the libraries. 

The Thomas P. O'Neill, Jr. Library, the 
central library of Boston College, opened its doors 
to the public in September 1984. This facility 
contains the research collection in the humani- 
ties, social sciences, education, business, nursing, 
and the sciences. There are over 900,000 book 
volumes, 9,000 active serials, 1,300,000 micro- 



forms and 120,000 government documents, as 
well as a growing audio-visual collection. The 
O'Neill Library is a leader in the utilization of 
technology in library services. The Library's Elec- 
tronic Information Center offers state-of-the-art 
computer systems to assist students and faculty in 
locating library materials both locally and nation- 
ally. 

The Resource Center, located in the base- 
ment of the Newton Chapel, provides study space 
for the residents of the Newton Campus as well 
as a reserve readings collection for courses taught 
on that campus, a music listening facility, and 
microcomputers. 

The School of Social Work Library, 
McGuinn Hall, contains a collection of over 
30,000 volumes, 450 periodical titles, social work 
theses, doctoral dissertations and a growing me- 
dia collection. The collection covers the history 
and philosophy of social work, its methodology, 
and all aspects of social welfare services. The 
Library's collections and services support master's 
and doctoral programs offered at the main cam- 
pus, and master's programs offered at four off- 
campus sites throughout Massachusetts and 
Maine. 

The Law School Library, located on the 
Newton Campus, is a well-rounded collection of 
legal and related materials in excess of 200,000 
volumes. The open stack collection includes pri- 
mary source materials consisting of reports of 
decisions and statutory materials with a broad- 
based collection of secondary research tools in the 
form of textbooks and treatises, legal and related 
periodicals, legal encyclopedias and reference 
works. Basically Anglo-American in character, the 
collection also contains growing numbers of in- 
ternational and comparative law works. The Li- 
brary is also a subscriber to LEXIS and to 
WESTLAW. 

The Bapst Library offers a circulating col- 
lection of contemporary literature and topical 
nonfiction and regularly sponsors programs, ex- 
hibits, and book displays as a part of campus cul- 
tural and educational activities. Approximately 
five hundred seats are available as study space, 
including the Graduate Study Area, an area des- 
ignated for the use of Boston College graduate 
students only. 

The Thomas P. O'Neill, Jr. Office is located 
on the fourth level of Bapst Library. The office 
houses furnishings and memorabilia from former 
Speaker of the House O'Neill's Capitol Office in 
Washington, D.C. Visitors are welcome from 
10:00 a.m. to 4:00 p.m. weekdays, or by special 
arrangement. 

The John J. Burns Library of Rare Books 
and Special Collections, located in the Bapst 
Library, north entrance, contains the University's 
special collections, including the University's 
Archives. The distinguished and varied collections 
of the Honorable John J. Burns Library speak 
eloquently of the University's commitment to the 
preservation and dissemination of human knowl- 
edge. The Burns Library is home of nearly one 
hundred thousand volumes, more than three mil- 



lion manuscripts, and important collections of 
architectural records, maps, art works, photo- 
graphs, films, artifacts, and ephemera. These 
materials are housed in the climate-controlled 
secure environment of Burns Library either be- 
cause of their rarity or because of their importance 
as part of a special collection. While treated with 
special care, these resources are available for use 
at Burns to all qualified students, faculty, and re- 
searchers. Indeed, their use is strongly encour- 
aged, and visitors to Burns are always welcome, 
either simply to browse or to make use of the 
collections. 

Though its collections cover virtually the en- 
tire spectrum of human knowledge, the Burns 
Library has achieved international recognition in 
several specific areas of research, most notably in 
Irish studies, British Catholic authors, Jesuitana, 
fine print, Catholic liturgy and life in America, 
1925-75, Boston history, Caribbeana, and Con- 
gressional archives. It has also won acclaim for 
significant holdings on nursing, detective fiction, 
Thomas Merton, Japanese prints, Colonial and 
early Republic Protestantism, and banking. 

The Geophysics Library, located at Weston 
Observatory, contains a specialized collection of 
over 8,000 monographs and journals on earth 
sciences, particularly seismology. 

The Educational Resource Center, located 
in Campion Hall, serves the School of Education's 
faculty and students. The collection includes cur- 
riculum and instructional materials, educational 
and psychological tests, and educationally- 
oriented information technology. 

THE CAMPUS 

Located on the border between the city of Bos- 
ton and the suburb of Newton, Boston College 
derives benefits from its proximity to a large met- 
ropolitan city and its setting in a residential sub- 
urb. Often cited as a model of university planning, 
the campus is spread over more than 200 acres of 
tree-covered Chestnut Hill. Yet it is just a few 
miles from culturally and socially rich Boston. 

The Chestnut Hill campus is tri-level. Dor- 
mitories are on the upper campus; classroom, 
laboratory, administrative and student service fa- 
cilities are on the middle campus; and the lower 
campus includes the Robsham Theater, the Conte 
Forum, modular and apartment residences as well 
as recreational and parking facilities. 

The Newton campus is situated one and one- 
half miles from the Chestnut Hill campus. The 
Law School is located on this easily accessible 40- 
acre tract which also contains undergraduate 
classrooms, dormitories, athletic areas and student 
service facilities. 

POLICY OF NON-DISCRIMINATION 

Boston College is an academic community whose 
doors are open to all students without regard to 
race, religion, age, sex, marital or parental status, 
national origin, veteran status, or disability. The 
Director of Affirmative Action has been desig- 
nated to coordinate the College's efforts to com- 



6 • The University • Withdrawals and Refunds 



ply with and carry out its responsibilities to pre- 
vent discrimination in accordance with state and 
federal laws. Any applicant for admission or em- 
ployment, as well as any student, member of the 
faculty and all employees are welcome to raise 
questions regarding violation of this policy with 
Barbara Marshall, Office of Affirmative Action, 
More Hall 315, x2947. In addition, any person 
who believes that an act of discrimination based 
upon sex has occurred at Boston College, may 
raise those issues with the Assistant Secretary for 
Civil Rights of the United States Department of 
Education. 

Boston College has designated the Director 
of Affirmative Action as the person responsible for 
coordinating its efforts to comply with Section 
504 of the Rehabilitation Act of 1973 (prohibit- 
ing discrimination against individuals with dis- 
abilities in employment) and Title DC of the Edu- 
cation Amendments of 1972 prohibiting discrimi- 
nation on the basis of sex. 

CONFIDENTIALITY OF STUDENT 

RECORDS 

As a matter of necessity, Boston College continu- 
ously records a large number of specific items 
relating to its students. This information is nec- 
essary to support its educational programs as well 
as to administer housing, athletics and extracur- 
ricular programs. The College also maintains 
certain records such as employment, financial and 
accounting information for its own use and to 
comply with state and federal regulations. Boston 
College has committed itself to protect the pri- 
vacy rights of its students and to maintain the 
confidentiality of its records. In addition, the 
College endorses and complies with the Family 
Educational Rights and Privacy Act of 1974 (the 
Buckley Amendment), a federal statute which re- 
quires that students be permitted to review 
records in their files and offers them the possibil- 
ity of correcting errors which they may discover. 
Students or others seeking more complete infor- 
mation regarding their specific rights and respon- 
sibilities of the University will find copies of the 
Family Educational Rights and Privacy Act of 
1 974 and the rules and regulations for compliance 
with the Act on file in the University Library or 
in the Office of University Policies and Proce- 
dures in More Hall. 

Certain personally identifiable information 
from a student's education record, designated by 
Boston College as directory information, may be 
released without the student's prior consent. This 
information includes name, term and home ad- 
dress, telephone number, date and place of birth, 
major field of study, participation in officially rec- 
ognized activities and sports, weight and height 
of members of athletic teams, dates of attendance, 
degrees and awards received, the most recent pre- 
vious educational agency or institution attended, 
and other similar information. Unless advised to 
the contrary, the College will release student tele- 
phone numbers and verify only all other directory 
information. A student who so wishes has the 
absolute right to prevent release of this informa- 
tion. In order to do so, the student must complete 
a form requesting nondisclosure of directory in- 
formation, which is available in the Registrar's 
Office. 



TUITION AND FEES 

Please see tuition and fee chart at right. 

All tuition and fees are due in full at the time 
of registration in the Graduate School of Arts and 
Sciences, the Graduate School of Social Work, 
and in the Graduate School of Management. The 
tuition in the Law School is due semi-annually by 
August 15, 1992 and by December 15, 1992. 
There is a $100.00 late payment fee for payments 
received after the due dates listed above. In severe 
cases, Law students whose accounts are not re- 
solved by the due dates may be withdrawn from 
the University. 

There will be absolutely no late registration 
allowed after November 6, 1992 for first semes- 
ter and April 8, 1993 for second semester. 

MASSACHUSETTS MEDICAL INSURANCE 

Massachusetts State Law has mandated that all 
students taking at least 75% of full-time credit 
hours must be covered by medical insurance pro- 
viding a specified minimum coverage. Graduate 
students in the schools of Social Work and Man- 
agement who register for 9 or more credits are 
considered 75% of full-time. Graduate Arts and 
Sciences students who register for 6 or more cred- 
its are considered 75% of full-time. Boston Col- 
lege will offer these students the option of par- 
ticipating in the plan offered at the University, or 
submitting a waiver form. The waiver must in- 
clude specific insurance information on the com- 
parable insurance plan covering the student. 
Waivers will be mailed to all students and are 
available upon request at the Student Account 
Office. The waiver must be returned by October 
16, 1992 for the fall semester and by February 19, 
1993 for spring semester. Students who do not 
submit a waiver by the due dates above will auto- 
matically be enrolled in the BC plan and charged 
by the University for the required Massachusetts 
Medical Insurance. (See General Fees, at right.) 
Students registering for less than 75% of a 
full-time course load who wish to enroll in the 
insurance plan must be in a degree-granting pro- 
gram. Such students enroll directly with the in- 
surance company, with coverage effective upon 
receipt of payment by the insurer. 

CHECK CASHING 

Students presenting a valid Boston College ID 
may cash checks ($50 limit) at the Cashier's Of- 
fice, More Hall, Monday-Friday, 9:00 a.m.-3:45 
p.m. There is a 50c service charge. Returned 
checks will be fined in the following manner: 

• First three checks returned: $15.00 per check 

• All additional checks: $25.00 per check 

• Any check in excess of $2,000.00: $50.00 per 
check 

• Check cashing privileges are revoked after the 
third returned check. 



WITHDRAWALS AND REFUNDS 

Fees are not refundable. 

Graduate tuition is cancelled subject to the fol- 
lowing conditions: 

1. Notice of withdrawal must be made in writing 
to: University Registrar, Boston College, Lyons 
101, Chestnut Hill, Massachusetts 02167 

2. The date of receipt of written notice of with- 
drawal by the University Registrar determines the 
amount of tuition cancelled. 

3. The cancellation schedule shown below will 
apply to students withdrawing voluntarily, as well 
as to students who are dismissed from the Uni- 
versity for academic or disciplinary reasons. 

Refund Schedule for Graduate Arts 
and Sciences, Graduate School of 
Management, and Graduate School of 
Social Work 

Graduate students (except Law students) with- 
drawing by the following dates will receive the 
tuition refund indicated below. 

First Semester 

by Sept. 4, 1992: 100% of tuition charged is cancelled 
by Sept. 11,1 992 : 80% of tuition charged is cancelled 
by Sept. 1 8, 1 992 : 60% of tuition charged is cancelled 
by Sept. 25, 1992: 40% of tuition charged is cancelled 
by Oct. 2, 1992: 20% of tuition charged is cancelled 

Second Semester 

byjan. 22, 1993: 100% of tuition charged is cancelled 
by Jan. 29, 1993: 80% of tuition charged is cancelled 
by Feb. 5, 1993: 60% of tuition charged is cancelled 
by Feb. 12, 1993:40% of tuition charged is cancelled 
by Feb. 19, 1993: 20% of tuition charged is cancelled 
No cancellations are made after the 5th week of 
classes. 

Refund Schedule for Law Students 

Law students who withdraw by August 28, 1992, 
for the first semester, and by January 15, 1993, for 
the second semester, will have a 100% of their 
tuition charges cancelled. Beginning with the 
80% cancellation, Law students are subject to the 
refund schedule outlined above. 

If a student does not wish to leave any result- 
ing credit balance on his or her account for sub- 
sequent use, he or she should request, in writing 
or in person, that the Student Account Office is- 
sue a refund. 

Federal regulations establish procedural 
guidelines applicable to the treatment of refunds 
whenever the student has been the recipient of 
financial assistance through any program autho- 
rized under Title IV of the Higher Education Act 
of 1965. These guidelines pertain to the Perkins 
(formerly NDSL), the Pell Grant, the Supple- 
mental Educational Opportunity Grant, the Col- 
lege Work-Study, and the Stafford Loan (for- 
merly GSL). In such cases, the regulations require 
that a portion of any refund be returned to the 
Title IV Program. Further, if a student withdraws, 
the institution must determine if any cash dis- 
bursements of Title IV funds, made directly to the 
student by the institution for non-instructional 
purposes, is an overpayment that must be repaid 
to the Title IV program. University policy devel- 
oped to comply with the regulations at Boston 
College will be available upon request from the 
Financial Aid Office. 



The University • Tuition and Fees • 7 



FINANCIAL AID 

Boston College offers a variety of assistance pro- 
grams to help students finance their education. 
Graduate students may apply for financial assis- 
tance from both the University Financial Aid 
Office and the academic department to which 
they are applying. 

The Financial Aid Office administers federal 
and state financial aid programs which include 
Stafford Loans (formerly Guaranteed Student 
Loan), Perkins Loans, and College Work-Study. 
Students who wish to be considered for financial 
aid from one or more of these sources, must com- 
plete and file the following documents: 

1 . The Boston College Graduate Financial Aid 
Application 

2. The Financial Aid Form (FAF) or GAPFSAS 
Form 

3. A signed copy of student's and parents' most 
recent federal tax return 

4. Financial Aid Transcripts from prior schools 

The above forms generally become available 
in the Financial Aid Office (Lyons 201) each 
December for the following academic year. Stu- 
dents must apply for financial aid each year. See 
the Boston College Graduate Financial Aid Ap- 
plication for proper filing dates and deadlines. 

Students may also apply for financial aid 
through their academic departments. Institutional 
policy requires that all graduate students who 
receive financial assistance through their depart- 
ments complete a Financial Aid Form and return 
it to the Financial Aid Office, Lyons Hall 201 . No 
other financial documents are required. The in- 
formation required on the FAF will not affect the 
student's eligibility for departmental assistance. 
Those students who are requesting financial aid 
from both the University Financial Aid Office and 
their department, must complete a full financial 
aid application (the four documents fisted above). 
See the Graduate Arts and Sciences section of this 
Catalog for more information about departmen- 
tal financial aid. 

Need is defined as the difference between the 
total education-related expenses of attending 
Boston College and the calculated ability of the 
student and family to contribute toward these 
expenses. Students with the greatest financial need 
are given preference for most financial aid pro- 
grams, and thus tend to receive larger financial aid 
awards. The University's estimate of a student's 
financial need is based on an analysis of the infor- 
mation supplied on the FAF, the Boston College 
Graduate Financial Aid Application, and the tax 
returns. A financial aid award or package will com- 
bine funds from various sources of assistance. 
These sources can include institutional, federal or 
state funds and can be in the form of grant, loan 
or work. Students are expected to comply with all 
regulations governing the program(s) from which 
they receive assistance. 

Several assumptions are made in determining 
a student's financial aid award. A primary assump- 
tion is that the student and the family have the first 
responsibility to pay college expenses. All students 
are expected to borrow a Stafford Loan to the 
maximum eligibility as determined by the Finan- 
cial Ad Office. Students are also expected to work 
on a limited basis (10-20 hours per week) during 



TUITION AND FEES FOR 1992-93 ACADEMIC YEAR 



TUITION 

Graduate School of Arts and Sciences** 

Tuition per semester hour $440.00 

Auditor's fee t — per semester hour 220.00 

Carroll School of Management, Graduate Division** 

Tuition per semester hour 504.00 

Graduate School of Social Work** 

Tuition 13,080.00 

Tuition per semester hour, M.S.W 354.00 

Tuition per semester hour, D.S.W 406.00 

Law School** 

Tuition (first and second years) 16,590.00 

Tuition (third year) 15,800.00 

* 'Students cross-registering in graduate programs pay tuition rates of the school in which they are enrolled. 
1 Audits are considered fees and are nof refundable. Students changing from credit to audit receive no refund. 

GRADUATE GENERAL FEES* 

• Acceptance Deposit 

Grad A&S (Department of Education only) 100.00 

Grad SOM— part-time 200.00 

Grad SOM— full-time 400.00 

Law School 200.00 

Social Work — preliminary A 100.00 

initial deposit due by April 1 5 with an additional $400.00 due by June 1 . 
A Within two weeks of acceptance; an additional $200.00 due by July 15. 

• Activity fee — per semester 

7 credits or more per semester 22.00 

6 credits or less per semester T 12.00 

• Application fee (non-refundable) 

Grad A&S 40.00 

Grad SOM 45.00 

Social Work 40.00 

Law School 50.00 

• Certificates, Transcripts 2.00 

• Doctoral Comprehensive Fee (per semester) 27.00 

• Continuation fee 1 (per semester — Ph.D. or D.Ed. Cand.) 440.00 

• Master's Thesis Direction 440.00 

• Laboratory fee (per semester) 45.00-150.00 

• Late Payment fee 100.00 

• Late Registration 45.00 

• Mass. Medical Insurance — per year 550.00 

(230.00 first semester; 320.00 second semester) 

• Microfilm and binding 

Doctoral thesis 90.00 

Master's thesis 70.00 

Copyright fee (optional) 35.00 

• Nursing Laboratory fee 

(payable for each clinical nursing course) 140.00 

• Readmission fee 40.00 

• Registration fee (per semester, non-refundable) 15.00 

• Student Identification Card 15.00 

*Fees are proposed and subject to change. 

Students who are on Doctoral Continuation or Masters Thesis Direction, are in off-campus satellite programs, 
or in out-of-state teaching practica are exempt from the activity fee. 

The Trustees of Boston College reserve the right to change the tuition rates and to make additional charges 
within the University whenever such action is deemed necessary. 



8 • The L'nivfrsm v • Financial Aid Programs 



FINANCIAL AID PROGRAMS 



UNIVERSITY FELLOWSHIPS AND ACADEMIC GRANTS 

• Eligible: Graduate students enrolled in a degree program. 

• Funding source: Boston College funds, awarded by department. 

• Description: see Financial Aid "Academic Grants," in the Graduate Arts and Science sections of 
this Catalog. 

PERKINS LOAN* (FORMERLY NATIONAL DIRECT STUDENT LOAN) 

• Eligible: Graduate students enrolled at least half time in a degree program. 

• Funding source: Federal funds and collections from previous borrowers; awarded by Boston 
College Financial Aid Office. 

• Description: Interest free while in school. Repayment at 5% begins six months after leaving school. 

STAFFORD LOAN (FORMERLY GUARANTEED STUDENT LOAN)* 

• Eligible: Students enrolled on at least a half-time basis. 

• Funding source: Commercial lenders (banks, credit unions, savings & loan associations). Applied 
for through Boston College Financial Aid Office 

• Description: A federally-guaranteed loan program that is interest-free while the student is in school. 
Repayment at 8% begins six months after leaving school. 

COLLEGE WORK-STUDY PROGRAM (CWSP)* 

• Eligible: Students enrolled at least half-time in a degree program. 

• Funding source: Federally-funded; awarded by Boston College Financial Aid Office 

• Description: An employment program that provides on and off campus employment opportunities. 
Both summer and academic year jobs are available to qualifying students. 

GRADUATE EDUCATION LOAN 

• Eligible: Parents or students 

• Funding source: Boston College and Massachusetts Educational Financing Authority 

• Description: Up to 100% of total educational cost. Principal and interest can be deferred. You must 
have good credit to receive this loan. 

ALTERNATIVE FINANCING PROGRAMS 

• Eligible: Students and their families 

• Funding source: Commercial lenders (banks, credit unions, savings & loan associations, etc.) 

• Description: There are a number of alternative financing programs available. You must have good 
credit in order to receive these loans. Students and their families should contact the Boston College 
Financial Aid Office for additional information. 

'complete Boston College Financial Aid Application required. 



the academic year. Additionally, it is assumed that 
each student will work during the summer months 
and save toward educational expenses. 

All financial resources are limited. It is Bos- 
ton College's intent to use these limited resources 
in such a way that the greatest numher of students 
will benefit Therefore, total financial assistance 
received by a student cannot exceed total need. In 
the event that a student receives other, "outside" 
assistance after Boston College has awarded aid, 
the student is required to report this assistance to 
the Financial Aid Office and the University may 
be required to adjust the aid it is offering. But it 
is Boston College policy that the student will re- 
ceive primary benefit from any outside award. 
Thus, an outside award will be used first to reduce 
unmet financial need, and second to reduce the 
self-help component (loan or work) of a financial 
aid award. 

It is the responsibility of students to know and 
comply with all requirements and regulations of 
the financial aid programs in which they partici- 
pate. Financial aid awards may be reduced or can- 
celled if the requirements of an award program 



are not met. Students receiving a Perkins Loan 
(formerly National Direct Student Loan) are ex- 
pected to accept responsibility for the promissory 
note and all other agreements that they are re- 
quired to sign. Students must comply with all 
College Work-Study dates and deadlines. A 
student's work-study award will be cancelled if he 
or she has failed to secure a job and return the 
completed Hire Form by October 1. 

All financial aid awards are made under the 
assumption that the student's status (full-time, 
half-time) has not changed. Any change in the 
student's status must be reported to the Financial 
Aid Office as it can affect the financial aid award. 
In addition, all financial aid applicants must main- 
tain satisfactory progress in their course of study. 
Satisfactory academic progress is defined by the 
dean of each school at Boston College. If a stu- 
dent is not maintaining satisfactory academic 
progress, the student should consult with his or 
her dean to determine what steps must be taken 
to re-establish his or her status, and, thus, eligi- 
bility to receive financial aid. Please note: Spe- 
cial students are ineligible to receive federal or 
state financial aid. 



Specific information on the various programs, 
conditions and procedures, and the various 
financial aid deadline dates, can be found in the 
Boston College Graduate Student Guide, the 
Boston College Graduate Financial Aid Applica- 
tion, the Boston College Financial Aid Award 
Letter, and the Financial Aid Instruction Book- 
let. Students are expected to be familiar with the 
contents of these publications as well as all other 
materials or documents which may be distributed 
by the Boston College Financial Aid Office. 

Financial aid recipients have- the right to ap- 
peal their financial aid award. Before making an 
appeal, however, the student should understand 
that Boston College has already awarded the best 
financial aid package possible based on the infor- 
mation supplied. Therefore, any appeal made 
should be based on new information not already 
included in the student's original application 
material. An appeal should be made by letter to 
the student's financial aid counselor. 

When applying for financial aid, the student 
has the right to ask: 

• what the cost of attending is, and what the poli- 
cies are on refunds to students who withdraw. 

• what financial assistance is available, including 
information on all federal, state, local, private and 
institutional financial aid programs. 

• what the procedures and deadlines are for sub- 
mitting applications for each available financial 
aid program. 

• what criteria the institution uses to select 
financial aid recipients. 

• how the institution determines financial need. 
This process includes how costs for tuition and 
fees, room and board, travel, books and supplies, 
personal and miscellaneous expenses, etc. are con- 
sidered in the student's budget. It also includes 
what resources (such as parental contribution, 
other financial aid, student assets, etc.) are con- 
sidered in the calculation of need. 

• how much of the student's financial need, as 
determined by the institution, has been met. 

Students also have the right to request an ex- 
planation of the amount and type of aid in their 
financial aid award package. Students receiving 
loans have the right to know what the interest rate 
is, the total amount that must be repaid, the length 
of time given to repay the loan, when repayment 
must commence, and any cancellation and defer- 
ment provisions that apply. Students offered a 
work-study job have the right to know what kind 
of job it is, what hours are expected, what the 
duties will be, what the rate of pay will be, and how 
and when they will be paid. 

A student also has the responsibility to: 

• pay special attention to his or her application 
for student financial aid, complete it accurately, 
and submit it on time to the right place. Errors 
can delay the receipt of the financial aid package. 

• provide all additional documentation, verifica- 
tion, corrections, and/or information requested 
by either the Financial Aid Office or the agency 
to which the application was submitted. 

• read and understand all forms he or she is asked 
to sign, and keep copies of them. 

• perform in a satisfactory manner the work that 
is agreed upon in accepting a College Work- 
Study job. 



Thf University • Studeni Servici s • 9 



• know and comply with the deadlines for appli- 
cations or reapplications for financial aid. 

• notify the lender of a loan (i.e., Stafford Loan) 
of any changes in name, address or school status. 

STUDENT SERVICES 

AHANA Student Programs 

(African-American, Hispanic, Asian and Native 
American) 

The goal of this office is to promote the opti- 
mal academic achievement of AHANA students 
at Boston College, especially those identified as 
being at an academic disadvantage. Among the 
services provided are: tutorial assistance; academic 
advisement; individual and group counseling; 
tracking of academic performance; and career 
counseling. In addition to these services, the of- 
fice assists AHANA student organizations in de- 
veloping and implementing cultural programs. 

Athletics 

The objective of the Boston College Athletic 
Association is to provide members of the entire 
university community with the opportunity to 
participate in, at the involvement level of one's 
choice, a program of physical activity which 
complements their spiritual, academic, cultural 
and social growth. 

To meet the needs of a diverse community, 
the Athletic Association offers activities at five 
levels: unstructured recreation, instruction, orga- 
nized intramural sports, club sports and intercol- 
legiate competition in 3 1 varsity sports for men 
and women. 

Career Center 

The Career Center provides comprehensive re- 
sources and information concerning all aspects of 
career planning and job hunting. Its services are 
available to graduate and undergraduate students 
in all schools and concentrations, as well as to 
alumni. 

For those seeking direction in choosing a ca- 
reer field, the Center offers workshops in Career/ 
Life Planning as well as individual counseling. 
The Center's Career Resource Library contains 
books, files, and videotapes, as well as an easy-to- 
use computerized career guidance system. 

The Career Information Network, composed 
of more than 800 alumni volunteers who host stu- 
dents in their workplaces, provides an opportu- 
nity to hear on-the-job realities from a large va- 
riety of career fields. 

Students wishing to integrate course work 
with practical work experience can participate in 
the Boston College Internship Program, located 
in the basement of the Center. 

For the job hunter, the Career Center pro- 
vides group and individual assistance in resume 
writing, interview preparation, and job hunting 
strategies; an on-campus recruiting program; cur- 
rent job listings; and a credentials service. 

Graduate students are encouraged to visit the 
Career Center at 38 Commonwealth Avenue, 
where they can pick up the Center's monthly 
publications. The Career Center is open on Mon- 
day evenings until 7:30 p.m. during the academic 
year for the convenience of graduate students and 
alumni. 



Chaplains 

The Chaplains Office strives to deepen the faith 
of Boston College students by offering opportu- 
nities to discover, grow in, express and celebrate 
the religious dimensions of their lives in person- 
ally relevant ways. In addition, it works to foster 
justice by developing social awareness and to build 
a sense of community as a Christian value in the 
whole University. Offices are located in McElroy 
Commons, Room 215, x3475. 

Dean for Student Development 

The Office of the Dean for Student Development 
coordinates the planning, implementation and 
evaluation of programs and services promoting 
student development. This includes overseeing 
student clubs and organizations, programming, 
judicial affairs, off-campus and commuting stu- 
dent affairs, and international student services. 
The Dean and assistants are also responsible for 
coordinating policies and procedures concerning 
student conduct and discipline, the judicial pro- 
cess, and the Administrator-On-Call program. 

Dining Services 

The University offers service in five dining area 
locations for resident students with a complete 
and nutritionally-balanced menu: McElroy Com- 
mons, Eagles Nest and Lyons Hall on Middle 
Campus, Stuart Hall on Newton Campus, and 
Walsh Cafeteria on Lower Campus. In addition 
students can use their Meal Plan in the Golden 
Lantern Restaurant, Grocery convenience stores, 
The Club, the Cafe, and the concessions at Conte 
Forum. 

The Meal Plan is mandatory for resident stu- 
dents living in Upper Campus, Newton Campus, 
Walsh Hall, 66 Comm. Ave. and Greycliff dor- 
mitories. The cost of the full Meal Plan for 1992— 
93 is $1,460.00 per semester or $2,920.00 per 
year. 

Optional meal plans are available to all other 
students living in on/off campus apartments, or 
to commuters. Rates for these plans vary. 

Further information can be obtained by con- 
tacting the University Meal Plan Office, 552-3533 
orx3533, Lyons Hall IB. A dietician is available 
to those students with special dietary needs or 
restrictions, by calling 552-3123 or x3123. 

Disabled Student Services 

Disabled students applying to Boston College are 
strongly encouraged to make their disability 
known voluntarily to the Admissions Office of the 
School to which they are applying on the appro- 
priate section of the application form. This infor- 
mation will not affect the decision on admission; 
rather, it will give the University the opportunity 
to offer specific assistance and support through 
programs and services provided by different de- 
partments on campus. 

For more information regarding building and 
program accessibility for students with physical 
disabilities, contact John Hennessy, Coordinator 
of Services for Physically Challenged Students, 
Gasson Hall 108, 617-552-33 10. For more infor- 
mation regarding services for students with learn- 
ing disabilities, contact Dr. David John Smith, 
University Counseling Services, Gasson Hall 1 08, 
617-552-3310. 



Graduate Student Association 

The Graduate Student Association (GSA) is a 
representative body of graduate students from 
Arts and Sciences, the School of Social Work, and 
the Carroll School of Management. Graduate stu- 
dents in some of the schools and departments have 
their own association or student collective, but the 
GSA serves as the university-wide graduate stu- 
dent organization. 

Most importantly, the GSA assumes the role 
of advocate, presenting to the administration the 
issues that most concern Boston College gradu- 
ate students. The GSA nominates graduate stu- 
dents to sit on University committees, including 
committees on academic affairs, graduate student 
housing, the new campus center, educational 
policy, the library and parking. 

Graduate departments from the Department 
of Education, Carroll School of Management, and 
School of Social Work elect a representative(s) to 
the GSA Council. This council works closely with 
the GSA staff to strengthen the collective voice 
of graduate students in matters concerning their 
welfare on campus. At present there are over 
thirty representatives on the Council. 

The GSA sponsors numerous social, cultural, 
and educational events for graduate students. The 
GSA also issues small grants to help graduate stu- 
dents present research papers at academic confer- 
ences. The GSA publishes a graduate student 
newspaper, The Graduate Exchange, that keeps 
people informed of GSA events, as well as pro- 
viding graduate students with information about 
university actions or activities which are of inter- 
est. The GSA also publishes a weekly listing of 
graduate student activities in The Bulletin. At the 
beginning of each year the GSA sponsors an ori- 
entation program for all graduate students. Dur- 
ing the academic year the GSA holds the weekly 
Attitude Adjustment Hour (AAH), a time to relax 
and socialize with graduate students from other 
departments. 

The GSA maintains an office in Hovey 
House, where weekly council meetings are held 
from 1 1 :45- 1 :00 p.m. on Thursdays; meetings are 
open to all graduate students. Last year the GSA 
set up The Graduate Student Lounge at Hovey 
House, with a pool table, dart board, and televi- 
sion. 

The GSA is funded through the student ac- 
tivity fee (see Tuition and Fees, page 7). 

Health Services 

The primary goal of University Health Services 
is to provide confidential medical/nursing care 
and educational programs to safeguard the physi- 
cal well-being and mental health of the student 
body. The Department has two units: a Clinic 
located in Cushing Hall on the Chestnut Hill 
Campus, and a 20-bed Infirmary located in Keyes 
House South on the Newton Campus. Emer- 
gency service is also provided. 

Graduate students may receive on-campus 
medical care by signing up at the University 
Health Services Office in Cushing Hall, Room 
119. The Health/Infirmary Fee will then be 
charged to their account. 

The services include a walk-in clinic as well 
as medical, surgical, gynecological, orthopedic, 
nutrition, wart, physical therapy, allergy and im- 
munization clinics. The In-Patient Infirmary is 
open 24 hours a day when school is in session. 



10 • The University • A< vdemk Regulations 



The Health/Infirmary Fee for medical care on 
campus is not a substitute for a health insurance 
policy. Massachusetts law requires that all full- 
time university students be covered by an Acci- 
dent and Sickness Insurance Policy so that pro- 
tection may be assured in case of hospitalization 
or other costly outside medical services. (See 
Tuition and Fees section, above.) Insurance in- 
formation is available at University Health Ser- 
vices Office, Cushing Hall, Room 1 19. 

Immunization 

Massachusetts State Law requires all full-time 
graduate students born after 1956 to show evi- 
dence of satisfactory immunization against 
measles, mumps, rubella, tetanus, and diphtheria. 
Students who fail to provide adequate documen- 
tation of immunization will not be permitted to 
register and attend classes. The only exceptions 
are when immunizations conflict with personal 
religious belief or when a physician documents 
that immunizations should not be given because 
of pre-existing medical problems. 

University Counseling Services (UCS) 

UCS provides counseling and psychological ser- 
vices to the students of Boston College. The goal 
of UCS is to enable students to develop fully and 
to make the most of their educational experience. 
Services provided include individual counseling 
and psychotherapy, group counseling, consulta- 
tion, evaluation and referral. Students wishing to 
make an appointment may contact a counselor in 
any one of the Counseling Offices on campus 
(Gasson 108, 552-3310; Fulton 201, 552-3927; 
Campion 301, 552-4210). 

ACADEMIC REGULATIONS 

Note: In addition to being familiar with the Aca- 
demic Regulations listed below, students are ex- 
pected to know the Academic Regulations of their 
school as printed on subsequent pages of this 
Catalog, or in the appropriate individual school's 
bulletin. 

Academic Integrity 

Students at Boston College are expected to have 
high standards of integrity. Any student who 
cheats or plagiarizes on examinations or assign- 
ments is subject to dismissal from the College. 
Cases involving academic integrity shall be re- 
ferred to a Dean for adjudication or for judgment 
by an Administrative Board, as the student shall 
request. 

Academic Grievances 

Any student who believes he or she has been 
treated unfairly in academic matters should con- 
sult with the Chairperson of the Graduate Pro- 
gram or the Dean to discuss the situation and/or 
to obtain information about relevant grievance 
procedures. 

Grading 

In each graduate course in which he or she regis- 
ters for graduate credit, the student will receive 
one of the following grades at the end of the se- 
mester: A, A-, B+, B, B-, C, or F. In addition, stu- 
dents in the Law School may receive grades of C+, 
C-, and D. The high passing grade of A is 
awarded for course work which is distinguished. 
The ordinary passing grade of B is awarded for 
course work which is clearly satisfactory at the 



graduate level. The low, passing grade of C is 
awarded for work which is minimally acceptable 
at the graduate level. The failing grade of F is 
awarded for work which is unsatisfactory. For 
Law School students, the grades of C- and D may 
be awarded for work which is passing but unsat- 
isfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. 
Note: Students should consult the Academic 
Regulations section of their own school, or the 
appropriate Bulletin, for academic standards 
which apply to their individual degree programs. 
(Field Instruction in the Graduate School of So- 
cial Work, for example, js graded on a Pass/Fail 
basis. A Pass/Fail option is available for a limited 
number of other courses, as stipulated by the 
School). 

Incompletes and Deferred Grades 

All required work in any course must be com- 
pleted by the date set for the course examination. 
A student who has not completed the research or 
written work for a course, may, with adequate 
reason and at the discretion of the faculty mem- 
ber, receive an I (Incomplete). Except for extraor- 
dinary cases, the grade of Incomplete (I) for any 
course shall not stand for more than 4 months. In 
extraordinary cases, the student may petition the 
appropriate Dean for an exception. The Gradu- 
ate School of Social Work requires that any fac- 
ulty member asked, and agreeing, to extend an 
Incomplete for more than 30 days after the origi- 
nal exam/paper deadline, submit a designated 
explanatory form to the office of the Dean. A 
G.S.S.W. student who fails to remove an Incom- 
plete within the 30 days, or to secure the exten- 
sion form from the respective faculty member, 
will receive an F for the course. A Law School 
student who fails to remove an Incomplete for any 
course prior to graduation will receive an F for 
the course. 

Any Incomplete grade which is turned in to 
the Registrar's Office will remain an Incomplete 
until it is changed by a formal action of the fac- 
ulty member involved. 

A grade of "J" may be given for the first se- 
mester of certain year-long courses which are not 
graded until the end of the year. 

Graduation 

The University awards degrees in May, Septem- 
ber and December of each year, although com- 
mencement ceremonies are held only in May. 
Students who have completed all requirements for 
the degree before a specific graduation date are 
eligible to receive the degree as of that date. 

In order to ensure timely clearance for gradu- 
ation, students should sign up for graduation in 
the Registrar's Office by the deadline for each 
graduation date which is published in the Aca- 
demic Calendar at the end of this Catalog. Uni- 
versity policy states that degree candidates must 
be registered in the semester in which they gradu- 
ate. 



Transcript of Record 

A record of each student's academic work is pre- 
pared and maintained permanently by the Office 
of the University Registrar. For students in the 
Law School, Graduate School of Management, 
and Graduate School of Social Work, the tran- 
script includes the final cumulative average; no 
cumulative average is presently maintained for 
students in Graduate Arts and Sciences. 

Transcript requests must be submitted in 
writing to: Transcript Requests, Office of the 
Registrar, Lyons Hall 101, Boston College, 
Chestnut Hill, MA 02 167. 

Under normal conditions requests are pro- 
cessed within 72 hours of receipt. If rush service 
is required, a flat $5.00 "rush fee" will be assessed 
in addition to the cost of each transcript ($2.00 
per copy). University policy prohibits the issuance 
of partial transcripts. 

Transcript/Diploma Holds 

Diplomas will not be issued, nor transcript re- 
quests honored, for any student with an outstand- 
ing financial obligation to the University. The 
same policy applies to any student who does not 
complete the required loan exit interview. 

Student Absences for Religious 
Reasons 

Any student who is unable, because of his religious 
beliefs, to attend classes or to participate in any 
examination, study, or work requirement on a 
particular day shall be excused from any such ex- 
amination, or study or work requirement, and 
shall be provided with an opportunity to make up 
such examination, study or work requirement 
which may have been missed because of such ab- 
sence on any particular day. However, such 
makeup examination or work shall not create an 
unreasonable burden upon the University. 

Withdrawal from a Course 

Students who withdraw from a course after the 
registration, or confirmation of registration, pe- 
riod but before the last three weeks of class will 
have a "W" recorded in the grade column of their 
permanent record. Students will not be permit- 
ted to drop courses during the last three weeks of 
classes or during the exam period. Students who 
are still registered at this point will receive a final 
grade for the semester. 

Withdrawal from Boston College 

Students who wish to withdraw from Boston 
College in good standing are required to file a 
Withdrawal Form in the University Registrar's 
Office. In the case of students who are dismissed 
for academic or disciplinary reasons, the appro- 
priate college administrator will complete this 
form. 

Leave of Absence 

Degree candidates seeking a leave of absence from 
Boston College are required to complete a Leave 
of Absence Form, available in the University 
Registrar's Office. All degree candidates must 
register each semester until the degree is com- 
pleted. Degree candidates not wishing to regis- 
ter for a given semester must file the Leave of 
Absence Form with the University Registrar. 

To assure reenrollment for a particular semes- 
ter following a leave of absence, students must 
notify the University Registrar's Office and the 



The University • Special Programs • ll 



Dean's Office of their individual school about 
their intention, at least six weeks in advance of the 
start of that semester. Students seeking 
reenrollment in the Graduate School of Social 
Work should refer to the School's readmission 
procedure in the Readmission section, below. 

Readmission 

Students who desire readmission will initiate the 
process in the University Registrar's Office, Ly- 
ons Hall. Applications for readmission should be 
made there, and the readmission fee paid, at least 
six weeks before the start of the semester in which 
the former students seek to resume study. NOTE: 
Students requesting readmission to the Graduate 
School of Social Work must contact the Direc- 
tor of Social Work Admissions at least one semes- 
ter before their intended return to insure appro- 
priate class and field placement. The appropriate 
Dean's Office will make the decision on the re- 
admission application, and the Registrar's Office 
will notify the former student about the action 
taken. The decision will be based on consideration 
of the best interests of both the student and the 
University. 

SPECIAL PROGRAMS 
Cross-Registration Program 

The Consortium 

Boston College graduate students may cross-reg- 
ister for graduate courses at Boston University, 
Brandeis University, or Tufts University. Stu- 
dents in the Graduate School of Management 
may not take courses at Brandeis University. 
Normally students cross-register for only one 
course a semester but may, with their advisor's 
permission, cross-register for more than one 
course. Students should pick up the cross-regis- 
tration petition in the Registrar's Office, Lyons 
101. Tuition payments for cross-registration are 
made to Boston College. For further information 
please contact the Boston College Registrar's 
Office, 617-552-3300. 

Study Abroad Programs 

Boston College offers several opportunities for 
students in each of the graduate schools to study 
abroad. 

Cuba/China: Comparative Social Policy 
Analysis (SW 813) 

This three-credit course offers students in the 
Graduate School of Social Work an integrative 
cross-cultural exploration of national social policy 
issues on market and nonmarket social policy. 
The course includes a field experience of 1 5 days 
in Cuba (Havana, Matanzas, Hibacoa, Santiago, 
and Varadero), or three weeks in the People's 
Republic of China (Shanghai, Beijing, Turpan, 
Kashgar, Urumqui, the Taklamakan Desert, 
Lanzhou, Kunming, Xiang, Dunhuang, 
Chengdu). 

For more information, contact Demetrius 
Iatridis, Graduate School of Social Work. 

France: European Perspectives Program 

The Graduate School of Arts and Sciences and the 
Carroll Graduate School of Management offer an 
interdisciplinary program entailing study of Eu- 
ropean culture, language, history, politics, eco- 
nomics, and business. Fifteen students participate 



in a semester-long series of workshops and semi- 
nars given by faculty from Economics, History, 
Music, Fine Arts, Business, and Romance Lan- 
guages and Literatures. The program culminates 
with a three-week visit to France where students 
will hear lectures on cultural, sociological and 
political perspectives, visit multinational corpo- 
rations and work with French business students 
on case studies of U.S. and French companies. 

For more information, contact Prof. Marian 
St. Onge, Office of International Programs. 

Hangzhou: Boston/Hangzhou Summer 
Internship Exchange 

This program, which offers a six-week visit to 
Hangzhou, China (including a 4-week intern- 
ship), is open in graduate students in Arts and 
Sciences and the Carroll School of Management. 
For more information, contact Prof. Marian 
St. Onge, Office of International Programs. 

London: Lav/ School Spring Semester Abroad 

The semester in London is designed to strengthen 
the curriculum of the Boston College Law School 
in the field of Comparative Law. The academic 
program consists of classes at King's College, 
London, and externships modelled on the clini- 
cal program currently offered at the Boston Col- 
lege Law School. 

For more information, contact Prof. Cynthia 
Lichtenstein, Boston College Law School. 

Madrid: ICADE Business School of the 
University of Comillas in Madrid 

The Carroll School of Management maintains an 
international student exchange program with the 
ICADE Business School of the University of 
Comillas, in Madrid, Spain. MBA students se- 
lected to participate in the program spend the fall 
semester of their second year at the Madrid cam- 
pus. They may also spend the preceding summer 
in Spain in an intensive language instruction pro- 
gram. 

For more information, contact Dean Louis 
Corsini, Carroll Graduate School of Manage- 
ment. 

Paris: Ecole Normale Superieure 

The Department of Romance Languages and 
Literatures maintains a one-year exchange pro- 
gram with the Ecole Normale Superieure in Paris. 
A graduate student in French goes to Paris and a 
student from the Ecole Normale comes to Bos- 
ton. The student from Boston College serves as 
an assistant at a high school in the greater Pari- 
sian area and may audit at no cost any courses 
given at the ENS. The student from the ENS 
serves as a part-time lecturer at Boston College, 
teaching a minimum of five courses over two se- 
mesters, and may also audit any Boston College 
course with the permission of the professor. 

For more information, contact Prof. Ourida 
Mostefai, Romance Languages and Literatures 
department. 

Strasbourg: Boston/Strasbourg Business 
Internship Exchange 

This program, which offers a full-year exchange 
with the University of Strasbourg, France, is open 
to graduate students across the Arts and Sciences 
disciplines, and in the Carroll School of Manage- 
ment. 

For more information, contact Prof. Marian 
St. Onge, Office of International Programs. 



COURSE NUMBERS AND CODES 

The alphabetic prefix of each course indicates the 
department or program offering the course. The 
number indicates the level of the course. 
300-699 — Courses for undergraduate and gradu- 
ate registration. For Education courses, this range 
is 300-399. 

700-999 — Courses for graduate registration 
(F: 3) or (S: 3) — Designates a 3 -credit course that 
will be offered either in the fall or in the spring. 
(F, S: 3) — Designates one course which will be 
offered in the fall and in the spring, but may be 
taken only once for 3 credits. 
(F: 3-S: 3) — Designates a two-semester course 
that can be taken both semesters for a total of 6 
credits. 

Courses with no semester designation will not be 
offered in 1992-93, but are taught on a regular 
basis by the department. 



12 • Graduate Arts and Sciences • Dfgrf.f. Programs 



Graduate School of Arts and Sciences 



The Graduate School of Arts and Sciences offers programs 
of study leading to the degrees of Doctor of Philosophy 
(Ph.D.), Doctor of Education (D.Ed.), Master of Arts 
(M.A.), Master of Science (M.S.), Master of Education (M.Ed.), Mas- 
ter of Arts in Teaching (M.A.T.), Master of Science in Teaching 
(M.S.T.), and to a Certificate of Advanced Educational Specializa- 
tion (C.A.E.S.), and a Certificate of Advanced Graduate Studies 
(C.A.G.S.) in English. The Graduate School also admits as "Special 
Students" those not seeking a degree who are interested in pursuing 
course work for personal enrichment. 



GENERAL INFORMATION 

The Graduate Admissions Office, McGuinn Hall 
22 1 is open from 8:45 a.m. to 4:45 p.m., Monday 
through Friday, to assist persons making prelimi- 
nary inquiries. Application materials for U.S. citi- 
zens or for those who have official permanent U.S. 
resident status are included in the Graduate 
School Bulletin. The Bulletin may be obtained ei- 
ther from the department in which students hope 
to study, or from the Graduate Admissions Of- 
fice. All non-U. S. citizens should obtain their 
application materials from the Graduate Admis- 
sions Office as additional documents are required 
of them, and additional information is provided 
for them. 

The Schedule of Courses and Registration Infor- 
mation for Graduate Students booklets are pub- 
lished by the University Registrar prior to each 
semester's registration period. The International 
Student Office, the Office of the Dean for Stu- 
dent Development, and the Graduate Student 
Association Office provide non-academic services 
for students. 

MASTER'S DEGREE PROGRAMS 

Requirements for Degrees of Master 
of Arts, Master of Science, and Master 
of Education 

Acceptance 

Candidates for the Master's degree must gener- 
ally be graduates of an accredited college with 1 8 
semester hours of upper division work in the pro- 
posed area of study. In case of deficiencies, pre- 
requisites may be earned in the Graduate School 
by achieving a minimum grade of B in courses ap- 
proved for this purpose. Where there is some 
doubt about a scholastic record, acceptance may 
be conditional. The candidate will then be evalu- 
ated by the department and recommended to the 
Dean for approval after the first semester of 
course work or after earning a minimum of 6 cred- 
its. 



Course Credits 

A minimum of 30 graduate credits is required for 
each Master's degree. No formal minor is re- 
quired, but with the approval of his or her major 
department a student may take a limited number 
of credits in a closely related area. No more than 
6 graduate credits will be accepted in transfer to- 
ward fulfillment of course requirements, as de- 
scribed more fully under "Transfer of Credit. " 

Language Requirement 

The extent and nature of the language require- 
ments are the responsibility of the department 
concerned. Consult the section for each depart- 
ment for language requirements. 

Master's Comprehensive Examination 

The candidate for a Master's degree must pass a 
departmental comprehensive examination which 
may be oral, written, or both, as determined by 
the department. Each candidate should consult 
his or her major department to learn the time and 
nature of the comprehensive examination. Reg- 
istration for comprehensives will take place di- 
rectly with the individual departments. Questions 
on the nature and exact date of examinations 
should be directed to the department chairperson 
or Graduate Program Director. The following 
grading scale is used: pass with distinction (PwD), 
pass (P), and fail (F). Generally within two weeks, 
notification of examination results will be sent in 
writing to the Registrar's Office and the individual 
student. A candidate who fails the Master's Com- 
prehensive Examination may take it only one 
more time. Students who have completed their 
course work should register for Master's Interim 
Study (888) each semester until they complete 
their comprehensive examinations. Only the reg- 
istration fee and the activity fee are charged dur- 
ing this period. No credit is granted. 

Thesis 

Some programs require or allow the option of a 
thesis. It is the responsibility of the student to 
become familiar with the regulations of his or her 
major department. A maximum of 6 credit hours, 
attained by registering for Thesis Seminar 801, 



is allowed for the thesis. The thesis is done under 
the supervision of a director and at least one other 
reader assigned by the department. Students who 
have completed 6 credits under Thesis Seminar 
but who have not finished their thesis must reg- 
ister for Thesis Direction 802, a non-credit 
course, each semester until the thesis is com- 
pleted. A Graduation Form should be filed with 
the Registrar in accordance with the dates indi- 
cated in the academic calendar in this Catalog. 
Two typed copies of the thesis, one original and 
one clear copy, approved and signed by the direc- 
tor and reader, must be submitted to the Gradu- 
ate School Office, accompanied by the proper 
binding and microfilm fee, no later than the date 
specified in the academic calendar. 

The submitted thesis becomes the property of 
Boston College but the University does not limit 
the author's right to publish results. 

Time Limit 

The student is permitted^e consecutive years from 
the date of acceptance into the program for 
completion of all requirements for the Master's 
degree. Extensions are permitted only with ap- 
proval of the department concerned and the 
Dean. 

Leave of Absence 

Students enrolled in a degree program who do not reg- 
ister for course work, Thesis Direction or for Master's 
Interim Study in any given semester must request a 
leave of absence for that semester. Leaves of absence 
are not normally granted for more than 2 semes- 
ters at a time. Students may obtain the Leave of 
Absence Form from the Registrar and submit this 
form to that office for the Dean's approval. 

Leave time will normally be considered a por- 
tion of the total time limit for the degree unless 
the contrary is decided upon initially between the 
student and the Dean. Students must file the re- 
admission form with the Registrar's Office, and 
pay the readmission fee at least 6 weeks prior to 
the semester in which they are expected to re- 
enroll. 

MASTER OF ARTS IN TEACHING 

(M.A.T.) AND MASTER OF SCIENCE IN 

TEACHING (M.S.T.) 

Master's Programs in Teaching are available for 
those who are teaching or who wish to prepare 
to teach. Applicants must be accepted both by the 
subject department in which they wish to special- 
ize and by the Department of Education. The 
M.S.T. and M.A.T. programs are pursued under 
one of the following plans: 

• Plan A: combines graduate study with a teach- 
ing internship. 

• Plan B: combines graduate study with a period 
of apprenticeship. 

• Plan C: for an experienced teacher or graduate 
from a School of Education without teaching ex- 
perience. 

For additional information contact the De- 
partment of Education. 



Graduate Arts and Sciences • Degree Programs • 13 



Students in the M.A.T. and M.S.T. programs 
must pass a comprehensive examination taken in 
two parts — one devoted to the subject matter field 
and the other to the field of Education. General 
requirements regarding credits, language, time 
limit, and courses for the Master's Programs de- 
scribed above are applicable to these degrees. 

SPECIAL PROGRAMS 

• Master of Arts in American Studies: See depart- 
ments of History, English, and Political Science. 

• Master of Arts in Biblical Studies: See depart- 
ment of Theology. 

• Master of Arts in Irish Studies: See department 
of English. 

• Master of Arts in Medieval Studies: See depart- 
ment of History. 

• Master of Arts in Slavic Studies: See department 
of Slavic and Eastern Languages. 

• Certificate of Advanced Specialization 
(C.A.E.S.): See department of Education and the 
Institute of Religious Education and Pastoral 
Ministry. 

• Certificate of Advanced Graduate Studies 
(C.A.G.S.): See department of English. 

The five-year time limit for completing a 
Master's Degree also applies to the C.A.E.S. and 
C.A.G.S. programs. 

DOCTORAL DEGREE PROGRAMS 

Requirements for the Degree of Doctor 
of Philosophy 

The Ph.D. degree is granted only for distinction 
attained in a special field of concentration and 
demonstrated ability to modify or enlarge a sig- 
nificant subject in a thesis based upon original 
research conspicuous for its scholarship. 

The minimum requirement for the Ph.D. is 
that the doctoral student follow a unified and or- 
ganized program of study. Additional information 
regarding specific programs of study at the doc- 
toral level will be found in this Catalog under 
departmental listings. Detailed statements of re- 
quirements and procedures should be requested 
directly from the department in which the student 
has an interest. 

Residence 

The philosophy of the residence requirement is 
that a doctoral student should experience the to- 
tal environment of the University. Residence for 
at least two consecutive semesters of one academic 
year, during which the student is registered as a 
full-time student at the University, is required. A 
plan of studies which meets this requirement must 
be arranged by the student with the department. 
Registration in two courses per semester is con- 
sidered to fulfill the residency requirement for 
students holding full-year fellowships and assis- 
tantships. The residence requirement may not be 
satisfied, in whole or in part, by summer session 
attendance. 

Language Requirement 

Each department shall decide the extent and na- 
ture of the language requirement for its students. 



GRADUATE SCHOOL PROGRAMS AND DEGREES 

DEPARTMENT PH.D D.ED. M.A. M.A.T. M.S. M.S.T. M.ED. C.A.E.S. C.A.G.S. 

OF INSTRUCTION 



American Studies 




/ 














Biology 


/ 






/ 


/ 








Chemistry 


/ 






/ 


/ 








Classical Lang. 




/ 














Economics 


/ 


/ 














Education 


/ / / 


/ 




/ 


/ 


/ 




English 


/ 


/ 


/ 










/ 


Geology/Geophysics 








/ 


/ 








History 


/ 


/ 


/ 












Mathematics 




/ 






/ 








Nursing 


/ 






/ 










Philosophy 


/ 


• 














Physics 


/ 






/ 


/ 








Political Science 


/ 


/ 














Psychology 


/ 
















Religious Ed. 

& Pastoral Ministry 


/ 


/ 








/ 


/ 




Romance Lang. 


/ 


/ 


/ 












Slavic & Eastern Lang. 




/ 














Slavic Studies 




/ 














Sociology 


/ 


/ 














Theology 


/ 


/ 














Irish Studies (English) 




• 














Biblical Studies (Theology) 




/ 














Medieval Studies (History) 


/ 


/ 















Preparing for Comprehensives 

Students frequently spend one or two semesters 
preparing for comprehensive examinations fol- 
lowing the completion of their course require- 
ments. During this interim period students should 
register for Doctoral Comprehensives 998, for 
which only the registration fee and the activity fee 
are required. No credit is granted. 

Comprehensive Examinations 

Student eligibility for taking the doctoral compre- 
hensive examination is determined by the depart- 
ment. Students should consult with their depart- 
ment about the nature of this examination and 
time of administration. Departments use the fol- 
lowing grading scale: pass with distinction (PwD), 
pass (P), and fail (F); one of these three grades will 
be recorded on the student's transcript. Gener- 
ally within two weeks, the department will send 
the results in writing to the Registrar's Office and 
to the individual student. A student who fails the 
doctoral comprehensive examination may take it 
once again not sooner than the following semes- 
ter and at a time designated by the department. 
In case of a second failure, no further attempt is 
allowed. 



Admission to Candidacy 

A student attains the status of a doctoral candidate 
by passing the doctoral comprehensive examina- 
tion and by satisfying all departmental require- 
ments except the dissertation. Doctoral candi- 
dates are required to register each semester and 
to pay a doctoral continuation fee until comple- 
tion of the dissertation. 

Dissertation 

Each doctoral candidate is required to complete 
a dissertation which embodies original and inde- 
pendent research, and demonstrates advanced 
scholarly achievement. The subject of the disser- 
tation must be approved by the major department 
and the research performed under the direction 
of a faculty advisor. The manuscript must be pre- 
pared according to style requirements of the de- 
partments, and of the Graduate School of Arts and 
Sciences. 

Acceptance of the Dissertation 

As soon as possible after a student's admission to 
candidacy, a dissertation committee will be ap- 
pointed by the Dean to judge the substantial merit 
of the dissertation. The dissertation committee 



14 • Graduate Arts and Sciences "Admission 



shall include the major faculty advisor as chair- 
person and at least two additional members of the 
graduate faculty as readers. 

The dissertation shall be defended by the can- 
didate in a public oral examination. 

Official approval of the dissertation by the dis- 
sertation committee is required. Committee 
members certify their acceptance by signing the 
title page of the dissertation. Two signed copies 
of the dissertation, one original and one clear 
copy, should be filed in the Graduate School of 
Arts and Sciences Office. The submitted disser- 
tation becomes the property of Boston College, 
but the University does not limit the author's 
right to publish the results. 

Dissertation Publication 

Doctoral candidates should report to the Gradu- 
ate School Office by the middle of the semester 
in which they plan to graduate for detailed in- 
structions concerning dissertation publication 
requirements and commencement procedures. 

Time Limit 

All requirements for the Doctoral degree must be 
completed within eight consecutive years from the 
beginning of doctoral studies. Extensions beyond 
this limit may be made only with departmental 
recommendation and the approval of the Dean. 

Leaves of Absence 

The conditions for leaves of absence and 
readmission as noted for the Master's Program are 
also applicable to the Doctoral Program. Leaves 
of absence for students on Doctoral Continuation 
are rarely granted. 

INTERDISCIPLINARY DOCTORAL 

PROGRAM 

Where departmental doctoral programs are un- 
able to satisfy the interests of the student, an in- 
terdisciplinary doctoral program remains a pos- 
sibility. A student interested in exploring such a 
possibility should first make an inquiry to the 
Graduate School Office. 

SPECIAL STUDENTS (NON-DEGREE) 

Students not seeking a degree, but interested in 
pursuing course work at the graduate level, may 
apply for admission as special students. Many in- 
dividuals enter a department of the Graduate 
School as special students-either to explore the 
seriousness of their interest in studying for an 
advanced degree, or to strengthen their creden- 
tials for possible later application for degree study. 
Others are simply interested in taking graduate 
course work for interest's sake or for other pur- 
poses. Admission as a special student does not 
guarantee subsequent admission for degree can- 
didacy. Individuals who are admitted as special 
students and who subsequently wish to apply for 
admission as degree candidates must file addi- 
tional application documents, and be accepted for 
degree study. The number of credits one has 
earned as a special student that may be applied 
toward the requirements of a degree is deter- 
mined by the Department to which one applies 
in concert with Graduate School regulations. 



THE CONSORTIUM 

Boston College graduate students may cross-reg- 
ister for graduate courses at Boston University, 
Brandeis, or Tufts. It should be noted that the 
registration dates of the Consortium schools are 
not identical. Further information regarding 
cross-registration procedures is available in the 
Registrar's Office. 

ADMISSION 

Eligibility and Application Information 

The Boston College Graduate School of Arts and 
Sciences is an academic community whose doors 
are open to all students without regard to race, 
religion, age, sex, marital or parental status, na- 
tional origin or handicap. Opportunities and ex- 
periences are offered to all students on an equal 
basis and in such a way as to recognize and ap- 
preciate their individual and cultural differences. 

Applicants for admission to the Graduate 
School ordinarily must possess at least a 
bachelor's degree from an accredited institution, 
and give evidence of the ability and preparation 
necessary for the satisfactory pursuit of graduate 
studies. This evidence consists primarily, but not 
exclusively, in the distribution of undergraduate 
courses and the grades received in them. Consult 
the appropriate departmental descriptions for 
additional specific requirements. 

Individuals lacking a bachelor's degree gen- 
erally are not admitted to Graduate School 
classes. In order to attend graduate classes, per- 
sons lacking the bachelor's degree should apply 
for authorization either through the Dean of the 
Evening College of Arts and Sciences and Busi- 
ness Administration or, in the case of Boston 
College undergraduates, through their appropri- 
ate dean and with the approval of the chairper- 
son of the given department. Such students will 
receive only undergraduate credit for the course 
taken in the Graduate School, and the course 
credit will be entered only on their undergradu- 
ate record. For regulations governing the simul- 
taneous Master's/bachelor's degree, one should 
consult his or her own undergraduate dean. 

The Graduate School accepts two classes of 
applicants: Degree students (degree-seeking) and 
Special students (non-degree-seeking). 

A completed application to the Graduate 
School includes forms that provide biographical 
information, official transcripts, and references. 
All of these documents will be found in the 
Graduate School of Arts and Sciences Bulletin, along 
with complete instructions for their submission. 
For possible additional required credentials, e.g. 
GRE scores etc., consult the requisites of the De- 
partment to which admission is being sought. All 
application materials should be sent to the Graduate 
Admissions Office, McGuinn Hall 221. 

Applicants for Special Student status should 
consult the Graduate Arts and Sciences Bulletin re- 
garding required application documents. All ap- 
plication materials should be sent to the Graduate Ad- 
missions Office, McGuinn Hall 221. 

Degree and Special students are not admit- 
ted officially until the completed application form 
has reached and been approved by the Director 
of Graduate Admissions. Admission should not 
be presumed without receipt of official notifica- 
tion from the Director. 



Degree-seeking applicants should consult the 
department of specialization regarding the spe- 
cific requisites for the various departmental 
Master's, C.A.E.S., C.A.G.S., and doctoral pro- 
grams. 

For the necessary application forms and infor- 
mation, Domestic Students (U.S. citizens and per- 
manent resident non-U. S. citizens) should ad- 
dress their requests to the department of interest, 
or to the Graduate Admissions Office. 

Foreign Students (non-U. S. citizens who are 
not permanent U.S. residents), should address 
their requests to the Graduate School of Arts and 
Sciences, Admissions Office, McGuinn Hall 221. 

If one's department of interest has require- 
ments involving the Graduate Record Examina- 
tion (GRE), Miller's Analogies Tests, etc., infor- 
mation regarding these tests may be obtained 
from: The Center for the Study of Testing, Evalu- 
ation and Educational Policy, Boston College, 
Chestnut Hill, Massachusetts 02167. 

Information on the GRE tests also may be ob- 
tained from: Educational Testing Service, Box 
955, Princeton, New Jersey 08540; or Educational 
Testing Service, 1947 Center Street, Berkeley, 
California 94794. 

All documents submitted by applicants for ad- 
mission become the property of the Graduate 
School and are not returnable. Applicants who are 
accepted by the Graduate School but do not reg- 
ister for course work at the indicated time will 
have their documents kept on file for twelve 
months after the date of submission. After that 
time, the documents will be destroyed and the 
applicants must provide new ones if they later 
decide to begin graduate study. 

Procedure for Filing Applications 

Domestic Students (U.S. citizens and other 
permanent residents of U.S.) 

Domestic students applying for admission and finan- 
cial aid should submit all application materials to 
the Graduate Admissions Office, McGuinn Hall 
221. 

Unless other dates are indicated by individual 
departments/divisions, the completed applica- 
tions for admission should be on file by April 1 5 
for June admissions, May 15 for September ad- 
missions and November 15 for January admis- 
sions. Applications for admission which involve a 
request for financial aid should be on file in the 
department concerned by March 15. In the De- 
partment of Education, several programs have 
fixed deadlines. Applicants to Counseling Psy- 
chology Master's Programs must submit com- 
plete applications by February 1. Doctoral appli- 
cants to the Counseling Psychology Program 
must have complete applications on file byjanu- 
ary 1 . Applicants to doctoral programs in Curricu- 
lum, Administration, and Special Education must 
submit applications by March 1 5 for fall admis- 
sion, and by November 1 5 for January admission. 
Please consult the Department of Education sec- 
tion of this Catalog to determine full admissions 
procedures and guidelines. 

Applicants are urged to utilize the Application 
Acknowledgment post card included in the 
Graduate School Bulletin to ensure the complete- 
ness of their application, and to contact the de- 
partment in which they plan to study or the 



Graduate Arts and Sciences • Academic Regulations • 15 



Graduate School Admissions Office if they re- 
quire additional information. 

Foreign Students (non-U. S. citizens who are 
not permanent residents of U.S.) 

Foreign students seeking admission should write 
to the Boston College Graduate School of Arts 
and Sciences requesting the International Student 
Application Forms. 

Foreign students should send all their com- 
pleted application materials to: Graduate School 
of Arts and Sciences, Graduate Admissions Office, 
Boston College, Chestnut Hill, Massachusetts 
02167, U.S.A. 

They should NOT send these materials di- 
rectly to the department or program concerned 
since this will only delay the processing of their 
applications. 

All foreign student-applicants for whom En- 
glish is not the first language should plan to take 
the TOEFL (Test of English as a Foreign Lan- 
guage) Examination, and direct that their score 
be forwarded to the Graduate School by The 
Educational Testing Service. Ordinarily, a mini- 
mum score of 550 on this examination is expected 
by the Graduate School for admission. Individual 
departments may require a higher score. Informa- 
tion about this examination can be obtained from 
the Educational Testing Service (see above for 
address). 

Applications for admission which do NOT in- 
volve a request for financial aid should be received 
in the Graduate School Office by April 1 5 for Sep- 
tember admissions and by October 1 for January 
admissions. 

Applications for admission which DO involve 
a request for financial aid should be received in 
the Graduate School Office by February 15. No 
requests for financial aid will be considered for 
January admissions. 

Acceptance 

Announcements of acceptance or rejection are 
usually mailed on or about April 15 for Septem- 
ber admissions, but may vary by department. 
Decisions for January or June admission are made 
on a rolling basis. Decisions are made on the ba- 
sis of departmental recommendations and the 
fulfillment of prerequisites. No student should 
presume admission until he or she has been noti- 
fied officially of acceptance by the Director of 
Admissions of the Graduate School. 

Registration 

Students in the Graduate School of Arts and Sci- 
ences register for courses by mail. New and con- 
tinuing degree students will be mailed registra- 
tion material, including the Registration Informa- 
tion for Graduate Students booklet, approximately 
one month prior to the beginning of each semes- 
ter. Consult the calendar at the back of this cata- 
log for registration dates and deadlines for the 
1992-93 academic year. 

Before registration all degree students should 
see their department advisor or chairperson to dis- 
cuss a program of study and obtain approval for 
courses. See the Registration Information for Gradu- 
ate Students book for information on acceptable 
methods of payment. 

Students registering by mail will receive a re- 
ceipt as soon as the registration has been pro- 
cessed. For information on graduate tuition and 



fees refer to the "Graduate Tuition and Fees" sec- 
tion of this Catalog. In addition to the tuition cost, 
students must pay the registration fee and student 
activities fee each semester. 

After registration, no addition of courses or 
change from audit to credit are permitted. Stu- 
dents may withdraw from a course or change from 
credit to audit up to three weeks prior to exami- 
nations and may receive partial tuition refund on 
withdrawals submitted during the three weeks fol- 
lowing registration. Students changing from 
credit to audit receive no refund. See "Withdraw- 
als and Refunds" section for specific refund dates. 

ACADEMIC REGULATIONS 

Academic Integrity 

Students in the Boston College Graduate School 
of Arts and Sciences are expected to have high 
standards of integrity. Any student who cheats or 
plagiarizes on examinations or assignments is sub- 
ject to dismissal from the program. Cases involv- 
ing academic integrity shall be referred to the 
Dean for adjudication. 

Grades 

In each graduate course in which he or she regis- 
ters for graduate credit, the student will receive 
one of the following grades at the end of the se- 
mester: A, A- B+, B, B-, C, F, W or I. The high 
passing grade of A is awarded for course work 
which is distinguished. The ordinary passing 
grade of B is awarded for course work which is 
clearly satisfactory at the graduate level. The low, 
passing grade of C is awarded for work which is 
minimally acceptable at the graduate level. The 
failing grade of F is awarded for work which is 
unsatisfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. A 
student who receives a grade of C in more than 
1 or an F in more than 8 semester hours of course 
work may be required to withdraw from the 
school. 

Withdrawal from a Course 

To withdraw from a course after registration, a 
graduate student should pick up a Course With- 
drawal Form in the University Registrar's Office, 
Lyons 101. The student should obtain an autho- 
rizing signature from the department chairperson 
and also from the Dean of the Graduate School. 
After obtaining those authorizing signatures, the 
student is to return the form to the Registrar's 
Office. 

For students who officially withdraw from a 
course during the registration period, no record- 
ing entry will appear on the permanent record. 
After the registration period but before the last 
three weeks of class, official withdrawal from a 
course will be recorded by "W" in the grade col- 
umn of the permanent record. No student will be 
permitted to drop a course during the last three 
weeks of classes or during the examination period. 
Students still registered in a course during this 
period will receive a final grade in the course. 

For specific dates, please refer to the refund 
schedule on page 6 of this Catalog. 



Incompletes 

All required work in any course must be com- 
pleted by the date set for the course examination. 
A student who has not completed the research or 
written work for a course may, with adequate rea- 
son and at the discretion of the faculty member, 
receive an I (Incomplete). Except for extraordi- 
nary cases, the grade of Incomplete(s) shall not 
stand for more than four (4) months. A student's 
financial aid may be jeopardized if he or she has 
Incompletes of more than four months' standing. 
Any Incomplete grade which is turned in to 
the Registrar's Office will remain an Incomplete 
until it is changed by a formal action of the fac- 
ulty member involved. 

Semester Examinations and Grade 
Reports 

Seminars and teacher-training courses may or 
may not have a semester examination at the dis- 
cretion of the instructor. Semester examinations 
are given in all other courses and students should 
consult the semester examination schedule posted 
outside the University Registrar's Office, Lyons 
101. When examinations or classes are cancelled 
as a result of stormy weather, announcement is 
made by radio (WBZ, WHDH), or by recorded 
phone message (call 552-INFO), generally by 
noon. The scheduling of examinations thus can- 
celled is posted outside Lyons 101. Semester 
grade reports are mailed to all students who are 
in good standing. 

Transcript Requests 

Transcript requests should be addressed in writ- 
ing to the University Registrar. The student 
should indicate his or her full name and should 
specify whether he or she is currently enrolled, on 
leave of absence, withdrawn, or graduated. A fee 
is charged for each transcript and must be en- 
closed with the request. The official transcript lists 
all courses for which the student has been regis- 
tered in the Graduate School. 

Change of Name and Address 

Students are responsible for maintaining their 
current name and address on file in the Registrar's 
Office. 

Transfer of Credit 

Students who have completed one full semester 
of graduate work may request transfer of not more 
than six graduate transfer credits. Only courses in 
which a student has received a grade of B or bet- 
ter, and which have not been applied to a prior 
degree, will be accepted. Credit received for 
courses completed more than ten years prior to a 
student's admission to his or her current degree 
program are not acceptable for transfer. Trans- 
fer of Credit forms, which are available in the 
University Registrar's Office, should be submit- 
ted, together with an official transcript, directly 
to the student's chairperson and Dean for ap- 
proval. If approved, the transfer course and credit, 
but not a grade, will be recorded on the student's 
permanent record. 

Graduate students who have been formally ad- 
mitted to the Graduate School and who have 
earned credits in the Boston College Summer 
Session will have their grades automatically trans- 
ferred to their permanent record unless the stu- 
dent requests otherwise. 



16 • Graduate Arts and Scien* i s • American Studies 



GRADUATION 

May Graduation 

Graduate School degrees are awarded at the an- 
nual May commencement. Students who plan to 
graduate in May should file a Graduation Form 
in the Registrar's Office by the deadline stated in 
the Academic Calendar. For students who sign up 
for graduation but for some reason do not gradu- 
ate on the anticipated date, the Registrar's Office 
will automatically move them up to the next 
scheduled graduation period. Those who finish 
degree requirements during the school year may 
request a Letter of Certification for the comple- 
tion of their degree requirements. 

Diplomas are distributed immediately follow- 
ing the completion of the commencement exer- 
cises. Diplomas will be mailed to students unable 
to attend commencement. 

The name of a graduate will not appear on the 
official commencement list unless all financial and 
library accounts have been settled, nor will di- 
ploma or transcripts be awarded or issued where 
the fees have not been paid. 

September and December 
Graduations 

Graduate students who have completed all degree 
requirements by September 1 or December 30 are 
eligible to receive the degree as of those dates. 
The procedure is the same as for May graduation. 
The deadlines for filing the graduation form in 
the Registrar's Office are July 8 and November 
30. As there are no commencement exercises in 
December or September, the names of those re- 
ceiving degrees will be included in the program 
of the following May commencement. 

FINANCIAL AID 

Academic Grants 

A variety of fellowship grants and scholarships is 
available to aid promising students in the pursuit 
of their studies, including: University Fellowships, 
leaching Fellowships, Graduate Assistantships, 
Research Assistantships and Tuition Scholarships, 
(irants vary by discipline and can be as large as 
Si 2,000 plus a full tuition scholarship. Please re- 
fer to the "Financial Aid" section in the "Univer- 
sity" section at the beginning of this Catalog for 
more information on filing requirements (i.e. 
completion of the Financial Aid Form (FAF) or 
the Graduate and Professional Financial Aid 
Form (GAPSFAS), etc.). Application for fellow- 
ship grants and scholarships should be made ac- 
cording to the procedures outlined in the preced- 
ing paragraphs under the heading "Application", 
and completed applications should be on file by 
March 15. Applications which are received after 
this date will be accepted but normally they will 
be considered only if unexpected vacancies occur. 
The scholastic requirements for obtaining fellow- 
ship grants or scholarships are necessarily more 
exacting than those for simply securing admission 
to the Graduate School. 

University Fellowship 

University fellowships are available in some de- 
partments offering the Ph. D. degree. These 
awards, which provide a Stipend, and may include 
up to a full tuition scholarship, do not require 
specific services. 



Fellowships for American Minority 
Group Students 

The Graduate School sponsors several Fellow- 
ships specifically for American minority group 
students. These are in addition to other Fellow- 
ship and Assistantship awards, carried tuition 
scholarships and stipends of up to Si 1 ,000 for the 
1 992-93 academic year, and may increase slightly 
for the 1993-94 academic year. These fellowships 
do not require specific services. Interested stu- 
dents should write directly to the Director of 
Admissions and Financial Aid, Attention: Minor- 
ity Student Fellowship Program for further par- 
ticulars. All applicants, of course, are routinely 
considered for the various types of financial aid 
that are available in the Graduate School. 

Teaching Fellowships 

The Graduate School has available a limited num- 
ber of Teaching Fellowships. These provide for 
a stipend which varies among departments. The 
Teaching Fellow, in addition to his or her pro- 
gram of studies, is normally responsible for six 
hours of teaching in the undergraduate colleges. 

Assistantships 

Assistantships are available in most departments. 
Requests for Assistantships should be included 
with other materials that are submitted to the 
Admissions Office. Requests received after March 
15 will be accepted, but prior consideration will 
be given to those who submit requests and cre- 
dentials before or on that date. The scholastic 
requirements for obtaining Assistantships are 
necessarily more exacting than those which might 
suffice for admission to the Graduate School. 

Assistantships are granted on an academic- 
year basis (September-June). Generally, the As- 
sistants in natural science departments assist in 
laboratory activities. In these and other depart- 
ments the Assistants may be otherwise involved 
in the academic activities of the department. The 
nature and number of hours involved are deter- 
mined by the department chairperson. 

Assistantships provide a stipend which varies 
among departments. 



Research Assistantships 

Research Assistantships are available in some de- 
partments. The stipends are similar but not uni- 
form in the departments. Summer research op- 
portunities are also available on some research 
projects. For further information, contact the 
Chairperson of the department. 

Tuition Scholarships 

Tuition scholarships are awarded to a limited 
number of students based on academic achieve- 
ment and promise. Tuition Scholarship support 
is available for American minority group students 
who are offered admission to Graduate Teacher 
Education Programs in the Department of Edu- 
cation, based on academic achievement and prom- 
ise, and potential as a teacher in elementary and 
secondary schools. For further information, con- 
tact the Graduate Admissions Officer of the De- 
partment of Education. 

Procedures for Financial Aid Recipients 

Teaching Fellows and Assistants are full-time 
graduate students. Consequently, they may not 
accept any additional commitment of employ- 
ment without prior consultation with and permis- 
sion of the chairperson of the department and 
approval of the Dean of the Graduate School. 

At the opening of each school year, or at what- 
ever other time financial aid may be awarded, re- 
cipients must report to the Graduate Admis- 
sions Office to fill out personnel cards and tax 
information forms. 

An aid recipient who relinquishes a Fellow- 
ship, Assistantship or a tuition scholarship must 
report this matter in writing to the department 
chairperson and to the Dean. These awards may 
be discontinued at any time during an academic 
year if either the academic performance or in-ser- 
vice assistance is of an unsatisfactory character. 
They may also be discontinued for conduct inju- 
rious to the reputation of the University. 

Other Sources of Financial Aid 

Students interested in other sources of financial 
aid, such as work-study funds and various loan 
programs, should inquire at the University Finan- 
cial Aid Office where all such aid is administered. 
(Refer to the earlier section on "Financial Aid" in 
this Catalog and to the Graduate School Bulletin.) 



Graduate Programs 
American Studies 



FACULTY 

The American Studies Faculty Caucus for 
1992-93: 

Professor Judith Smith, (Director), History 

Professor Henry Blackwell, F.nglish 

Professor Sherri Broder, I listory 

Professor Andrew Buni, 1 listory 

Professor Leonard Casper, English 

Professor Anne Fleche, English 

Professor William Gamson, Sociology 



Dean Carol Hurd Green, Arts and Sciences 

Professor Stuart Hecht, Communication and 
Theater 

Professor Jeffery Howe, Fine Arts 

Professor Robert Kern, English 

Professor Alan Lawson, History 

Professor Seymour Leventman, Sociology 

Professor Suzanne Matson, English 

Professor Thomas O'Connor, History 



Graduate Arts and Sciences • American Studies • 17 



Professor Carol Petillo, History 
Professor Richard Schrader, English 
Professor Laura Tanner, English 
Professor Cecil Tate, English 
Professor James Wallace, English 
Professor Christopher Wilson, English 

American Studies at Boston College is an inter- 
departmental program leading to the Master of 
Arts degree. Cooperating departments include 
English, History, Political Science, and Fine Arts. 
Admission of any applicant will be determined by 
both the major department and the American 
Studies Committee. 

The Program is designed to encourage an un- 
derstanding of the American experience by bring- 
ing students to an integrated view of American 
culture. Candidates concentrate in a major de- 
parunent, while integrating the methods of inter- 
disciplinary work developed in a colloquium in the 
literature and practice of American Studies, and 
two research seminars. In addition to these nine 
credits, the student is required to take twelve 
hours of graduate work in his major field, and nine 
in a field related to that major interest. At the end 
of a student's course of study, the Master's can- 
didate undergoes an oral examination testing his 
or her ability to synthesize several areas of knowl- 
edge. 

The Program also has several extracurricular 
dimensions. It has been a focal point for programs 
drawing upon the cultural resources of the Bos- 
ton area. 

Applicants are asked to acquire application 
materials from the department which will be their 
major field of concentration. 



COURSE OFFERINGS 

Students construct their program from 
Americanist offerings in cooperating depart- 
ments, in addition to the two-course core se- 
quence: 

AS 724 Graduate Core Colloquium: An 
Introduction to the Literature of American 
Studies (F: 3) 

The colloquium considers a wide range of read- 
ings that represent key avenues of approach to the 
interdisciplinary study of culture. Additional time 
will be spent examining the nature of the field of 
American Studies and its present state. 

Judith Smith 

AS 990 Graduate Core Seminar (S: 3) 

Each year the American Studies Committee ap- 
proves a seminar topic which provides the focus 
for interdisciplinary work. After several weeks of 
common reading within this topical area (e.g. 
American Culture in the 1920s), students pursue 
individual research topics of their own choosing. 
Normally, the topic serves as a research essay for 
the course. With the permission of the instruc- 
tor, this course is open to all students in cooper- 
ating departments. 

The seminar topic for spring 1 993 will be eth- 
nicity and film, taught by Seymour Leventman of 
the Sociology department. See the description 
under SC 770. 

Interested students may inquire about the 
Program by writing directly to: Prof. Judith 
Smith, Director, American Studies Program, 
History Department, Boston College, Chestnut 
Hill, MA 02 167. 



B 



i 



o 



L 



O 



FACULTY 

Maurice Liss, Professor; A.B., Harvard Univer- 
sity; Ph.D., Tufts University School of Medicine 

Thomas N. Seyfried, Professor; B.A., St. Francis 
College; M.S., Illinois State University; Ph.D., 
University of Illinois 

Jolane Solomon, A.B., Hunter College; A.M., 
Ph.D., Radcliffe College 

Anthony T. Annunziato, Associate Professor; B.S., 
Boston College; M.S., Ph.D., University of Mas- 
sachusetts, Amherst 

Maria L. Bade, Associate Professor; B.S., M.S., 
University of Nebraska; Ph.D., Yale University 
Medical School 

Grant W. Balkema, Associate Professor; B.S., 
Ph.D., Purdue University 

William J. Brunken, Associate Professor; B.S., 
Long Island University; Ph.D., State University 
of New York, Stony Brook 

Mary Kathleen Dunn, Associate Professor; B.A., 
University of Kansas; M.A., Michigan State Uni- 
versity; Ph.D., University of North Carolina at 
Chapel Hill 



Walter J. Fimian Jr., Associate Professor; A.B., 
University of Vermont; M.S., Ph.D., University 
of Notre Dame 

James J. Gilroy, Associate Professor; B.S., Univer- 
sity of Scranton; M.S., Catholic University; Ph.D., 
University of Maryland 

JonathanJ. Goldthwaite, Associate Professor; B.S., 
University of Massachusetts, Amherst; Ph.D., 
University of California, Berkeley 

Joseph A. Orlando, Associate Professor; B.S., 
Merrimack College; M.S., North Carolina State 
College; Ph.D., University of California, Berke- 
ley 

William H. Petri, Associate Professor, Chairperson 
of the Department; A.B., Ph.D., University of Cali- 
fornia, Berkeley 

Donald J. Plocke, S.J., Associate Professor; B.S., 
Yale University; A.M., Boston College; Ph.D., 
Massachusetts Institute of Technology 

R. Douglas Powers, Associate Professor; A.B., 
SUNY; Ph.D., Syracuse University 



Allyn H. Rule, Associate Professor; B.S., Central 
Connecticut College; A.M., Ph.D., Boston Uni- 
versity 

Chester S. Stachow, Associate Professor; B.S., 
M.S., Ph.D., University of Manitoba 

Charles S. Hoffman, Assistant Professor; S.B., 
Massachusetts Institute of Technology; Ph.D., 
Tufts University 

PROGRAM DESCRIPTION 

The Department of Biology offers courses lead- 
ing to the degrees of Doctor of Philosophy and 
Master of Science, and cooperates with the De- 
partment of Education in the Master of Science 
in Teaching (M.S.T.) program. 

Those seeking admission to the graduate pro- 
gram should have a strong background in biology, 
chemistry and mathematics with grades of B or 
better in these subjects. Deficiencies in prepara- 
tion may be made up in the graduate school. 
Ph.D. students must include differential calculus 
and physical chemistry in their preparation; these 
may be taken during the course of graduate stud- 
ies. 

The Ph.D. program does not require a spe- 
cific number of graduate credits; however, the 
Residence Requirements, as defined in the 
Graduate School of Arts and Sciences section of 
this Catalog, must be met. 

Requirements: The minimum curriculum for 
Ph.D. students consists of three core courses in 
Advanced Biochemistry (BI 604), Genetics and 
Molecular Biology (BI 605), and Cell Biology and 
Physiology (BI 608); a Laboratory Orientation 
course (BI 61 1); two additional graduate level (500 
or higher) biology courses of which one must be 
level 600 or higher; and 4 graduate seminars (800 
or higher). All Ph.D. candidates are expected to 
have taken differential and integral calculus and 
physical chemistry either before or during their 
course of studies. The physical chemistry require- 
ment may be satisfied by BI 515, Biophysical 
Chemistry. In addition, in order to advance to 
candidacy for the doctoral degree, the student 
must pass a Comprehensive Examination and 
defend a research proposal. 

A minimum of 30 graduate credits is required 
for the Master's degree. For an M.S. in Biology 
this must include three core courses in Advanced 
Biochemistry (BI 604), Genetic and Molecular 
Biology (BI 605), and Cell Biology and Physiol- 
ogy (BI 608); a Laboratory Orientation course (BI 
611); two additional graduate biology courses (500 
or higher), and one seminar course (800 or 
higher). Both M.S. and Ph.D. degrees require the 
presentation and oral defense of a thesis based on 
original research conducted within the Depart- 
ment under the guidance of a faculty member. 

M.S. and Ph.D. students are also expected to 
participate in the teaching of undergraduate 
courses during their course of studies. M.S.T. 
candidates are not required to follow a specific 
core curriculum, but with the advice and consent 
of their advisors take those courses that best sat- 
isfy their individual requirements. Contact the 
Department for more detailed information. 



18 • Graduatf Arts and Sciences • Biology 



COURSE OFFERINGS 

An asterisk (*) after the course title indicates that 
a course carries a laboratory fee. Courses num- 
bered 500-599 are for undergraduate and gradu- 
ate registration. 

Bl 506 Recombinant DNA Technology (F: 3) 

This course will describe the theory and practice 
of recombinant DNA technology, and its appli- 
cation within molecular biology research. Top- 
ics will include the cloning of genes from various 
organisms, plasmid construction, transcriptional 
and translational gene fusiqns, nucleic acid 
probes, site-directed mutagenesis, polymerase 
chain reaction, and transgenic animals. The goal 
of the course is to make the research-oriented 
student aware of the wealth of experimental ap- 
proaches available through this technology. Two 
lectures per week. Charles S. Hoffman 

Bl 510 General Endocrinology (F: 3) 

Prerequisite: Introductory Biology* or permission 
of instructor. Suggested: Organic Chemistry, 
Physiology 

Many tissues (e.g., the brain, heart, kidney) as 
well as the "classical" endocrine organs (e.g., ad- 
renal, thyroid) secrete hormones. The course is 
concerned with normal and clinical aspects of hor- 
mone action. 

The effects of hormones (and neurohor- 
mones) on intermediary metabolism, somatic and 
skeletal growth, neural development and behav- 
ior, development of the gonads and sexual iden- 
tity, mineral regulation and water balance, and 
mechanisms of hormone action will be consid- 
ered. Two 90 minute lectures per week. 

Jolane Solomon 

Bl 515 Biophysical Chemistry (F: 3) 

Prerequisites: Biochemistry, Physics, Calculus 

Lectures on the properties and functional in- 
terrelationships of proteins and nucleic acids with 
emphasis on the principal physicochemical tech- 
niques used for the study of macromolecules. 

Donald J. Plocke, SJ. 

Bl 518 Cell Physiology (F: 3) 

Prerequisites: Chemistry through organic, plus In- 
troductory Biology or equivalent. Biochemistry 
desirable. 

Eucaryotic cells are discussed in the light of 
understanding the chemical makeup and physi- 
ological functioning of their constituent struc- 
tures and organelles. Topics discussed include the 
plasma membrane, cell-cell signaling, the func- 
tioning of the endoplasmic reticulum and related 
organelles, mitochondria and chloroplasts, cell 
cycles, and the rudiments of embryonic develop- 
ment. The aim is to integrate the student's bio- 
logical experience in the light of experimental 
foundations of our current understanding of cell 
structure and function. Maria L. Bade 

Bl 519 Fundamentals of Radiation Biology (S: 3) 

An introduction to the physical and biological 
concepts involved in the action of ionizing (and 
non-ionizing) radiations on biological systems. 
The basic principles of radiation detection sys- 
tems and appropriate procedures for the use and 
handling of radionuclides are also covered. Three 
lectures per week. Walter J. Fimian,Jr. 



Bl 538 Biology of Cell Cycle (F: 3) 

Prerequisite: Permission of instructor 

A study of growth and division of exponential, 
synchronous and selected cell cultures. DNA, 
PvNA and protein synthesis in procaryotes and eu- 
caryotes during the cycle will be discussed. Divi- 
sion controls will also be reviewed. 

William D. Sullivan, S.J. 

Bl 540 Immunology (F: 3) 

Prerequisites: General Biology, Inorganic Chem- 
istry or consent of instructor 

This course emphasizes the biology of the im- 
mune response: cell-cell interactions, antibody 
synthesis and diversity, the immunoglobulins, 
evolution of self recognition vs. nonself (antigen), 
antigenicity, antibody-antigen reactions, immune 
protection, immune destruction, and problems in 
cancer and transplantation immunity. Two sev- 
enty-five minute lectures per week. 

Allyn H. Rule 

Bl 548 Comparative Animal Physiology (S: 3) 

This is a course about how animals function as 
well as why they function as they do; thus, stress 
will be laid on problems posed to animal survival 
by the environment in which they live and on the 
previous solutions to these problems that have 
been evolved by different animal groups, both ver- 
tebrate and invertebrate. The interplay of the fit- 
ness of the environment and the fitness of animals 
to survive in it will be explored. Maria L. Bade 

Bl 550 Biology of Eucaryotic Viruses 

Prerequisite: Bl 302 and Bl 310 or permission of 
instructor. 

An in-depth examination of the molecular bi- 
ology, genetics, and pathogenesis of selected ani- 
mal viruses, including poliovirus, HIV (AIDS) and 
RNA tumor viruses. Recent research findings and 
readings from the current literature. Not offered 
1 992-93; next offered 1 993-94 The Department 

Bl 554 Principles of Mammalian Physiology (F: 3) 

Prerequisite: Bl 310 

A study of the fundamental principles and 
physicochemical mechanisms underlying cellular 
and organismal function. Mammalian organ sys- 
tems will be studied, with emphasis on cardiovas- 
cular, respiratory and renal function and the en- 
docrine regulation of metabolism. 

Grant W. Balkema 

Bl 556 Developmental Biology (S: 3) 

Prerequisites: Bl 300 or Bl 302 or permission of 
instructor 

Developmental biology is in the midst of a far- 
reaching revolution that profoundly effects many 
related disciplines including evolutionary biology, 
morphology and genetics. The new tools and 
strategies of molecular biology have begun to link 
genetics and embryology and to reveal an incred- 
ible picture of how cells, tissues and organisms dif- 
ferentiate and develop. The course describes how 
both organismal and molecular approaches are 
leading to a detailed understanding of: 1) how it 
is that cells containing the same genetic comple- 
ment can reproducibly develop into drastically 
different tissues and organs, and 2) what is the 
basis and role of pattern information in this pro- 
cess. William H. Petri 

R. Douglas Powers 



Bl 570 Biology of the Nucleus (F: 3) 

Prerequisite: Bl 302 (Principles of Genetic Analy- 
sis), or two semesters of Biochemistry (Bl 435 plus 
Bl 440; or CH 561 plus CH 562); or permission 
of the instructor. 

This course provides an in-depth treatment of 
the molecular biology of DNA and RNA, with 
particular emphasis on the control and organiza- 
tion of the genetic material of eucaryotic organ- 
isms. Topics covered include chromatin structure, 
DNA replication, nucleosome assembly, introns 
and RNA processing, and gene regulation. 

Anthony T. Annunziato 

Bl 604 Advanced Biochemistry (F: 3) 

Topics will include structure and function of 
nucleic acids and proteins; carbohydrates, the 
bioenergetics of metabolism, and the integration 
and control of metabolic processes; biochemistry 
of information transfer, including DNA replica- 
tion, transcription and translation. 

Anthony T. Annunziato 

Maurice Liss 

Chester S. Stachow 

Bl 605 Genetics and Molecular Biology (F: 3) 

This course will cover basic genetic mechanisms, 
a study of gene fine structure and a variety of cel- 
lular strategies for the control of gene expression. 
Special emphasis will be placed on the use of mod- 
ern technology to approach current questions in 
molecular biology. Charles S. Hoffman 

William H. Petri 

Bl 608 Cell Biology and Physiology (S: 3) 

This course includes topics in membrane physi- 
ology and cell motility, cellular anatomy and or- 
ganelle function, intercellular connection and 
communications, targeting mechanisms for 
proper intracellular compartmentalization. Re- 
lated topics in immunology will also be addressed. 

Maurice Liss 
Joseph A. Orlando 
R. Douglas Powers 

Bl 61 1 Department Research and Laboratory 
Orientation (F: 1) 

This course will introduce new graduate students 
to department research programs and facilities. 
Required of first-year M.S. and Ph.D. students. 

Charles S. Hoffman 

Bl 654 Developmental Genetics (F: 3) 

Prerequisites :BI 300 and 456, or permission of in- 
structor 

A review of the major questions in develop- 
mental biology with a consideration of the neces- 
sity for genetic analysis to answer those questions. 
Specific examples of current research including 
pattern formation, hormonal control of develop- 
ment, determination and differentiation, 
transdetermination, totipotence and differential 
gene activity. William H. Petri 

Bl 681 Graduate Neurobiology (F: 3) 

This is a discussion-based course. Students will 
be required to attend Bl 481 lectures and one ad- 
ditional weekly meeting of 2 hours to discuss criti- 
cal papers in the field. The discussion time will 
be by arrangement. All students interested in the 
neurosciences are encouraged to take this course 
in their first semester. William Bninken 



Graduate Arts and Sciences • Bioi <x,<i • 19 



Bl 746 Immunochemistry: Principles of Ligand 
Assay 

This course begins with a review of the funda- 
mentals of immunology, the nature of immunity, 
the structure and function of antibodies as well as 
cell interactions with antigen. The topics progress 
to those which include: monoclonal antibodies, 
antigen purification and characterization, immu- 
nization for antibody production, preliminary and 
advanced assessment of antibody-antigen reac- 
tions, and labeling technology. This course pre- 
supposes a background which includes basic or- 
ganic chemistry, general biology and immunol- 
ogy or the permission of the instructor 
Offered as needed. Allyn H. Rule 

Bl 750 Bacterial Physiology and Metabolism 

Prerequisite: Bl 600 and Bl 3 10, or consent of the 
instructor 

A study of bacterial organelles, their molecu- 
lar structure, function and biosynthesis. Metabolic 
reactions peculiar to bacteria, viz., fermentations 
and autotrophic functions are studied. Two lec- 
tures per week. Offered as needed. 

James J. Gilroy 

Bl 760 Biochemical Control Mechanisms 

Prerequisite: Bl 600 or equivalent 

Regulation and biochemistry of enzyme, RNA 
and DNA synthesis. Problems dealing with the ki- 
netics and physical properties of allosteric en- 
zymes will be discussed. Three lectures per week. 
Offered as needed. Chester S. Stachoiv 

Bl 799 Readings and Research (F, S: 3) 

By arrangement The Department 

Bl 801 Thesis Seminar (F: 3-S: 3) 

A research problem for M.S. candidates of an 
original nature under the direction of a member 
of the staff. By arrangement The Department 

Bl 802 Thesis Direction* (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. By arrange- 
ment The Department 

Bl 807 Neuroendocrine Immunology 

Prerequisites: Bl 540 or permission of the instruc- 
tor. 

This course investigates the relationships be- 
tween the hypothalamus, the pituitary, the 
adrenals, the gonads and the thymic/immune sys- 
tem responses. Hormonal interactions will be 
noted at the endocrine, paracrine and autocrine 
levels as well as "feedback" regulatory responses. 
In particular, macrophage — T-cell interleukens 
(1-8), interferons, tumor necrosis factor, nerve 
growth factors, catecholamines, sex steroids, 
drugs, and glucocortoicords will be studied at 
their receptor/end organ activation. Offered as 
needed. Allyn H. Rule 

Bl 808 Growth Factors and Oncogenes (F: 2) 

Polypeptide growth factors (epideral growth fac- 
tor, platelet-derived growth factor, insulin-like 
growth factor, etc.) are involved in the control of 
the proliferation of normal and transformed cells. 
In transformed cells, growth control is defective 
and the lack of growth factor requirement seems 
to be a controlling factor. Growth factor indepen- 
dence may be due to the fact that certain cellular 



components normally utilized by growth factors 
are, in an altered form, encoded by certain viral 
oncogenes. We will examine this relationship 
between growth factors and oncogene products 
to better understand the cellular and molecular 
mechanisms underlying the growth of normal and 
transformed cells. By arrangement. 

Joseph A. Orlando 

Bl 8 1 4 Seminar in Bacterial Metabolism 

This seminar addresses special topics in Bacterial 
Metabolism. Offered as needed. James J. Gilroy 

Bl 824 Seminar in Physiology 

Discussion of recent topics in mammalian physi- 
ology with emphasis on the regulation of repro- 
duction. Offered as needed. R. Douglas Powers 

Bl 828 Seminar on the Functional Role of 
Metals in Biological Systems 

A study of the role of metals in proteins and 
nucleic acids, with emphasis on structure-function 
interrelationships. Offered as needed. 

Donald J. Plocke, S.J. 

Bl 830 Topics in Plant Molecular Biology 

A discussion of selected topics in plant biology 
with special emphasis on the use of molecular 
tools to address current research problems. Of- 
fered as needed. Kathleen Dunn 

Bl 842 Gene Regulation and Chromatin 
Structure 

This course will provide an in-depth examination 
of current research papers which deal with the 
molecular biology of transcription and replication 
in eucaryotic cells. Particular emphasis will be 
placed on alterations in chromatin structure that 
accompany gene activation and DNA synthesis. 
Such topics as nucleosome structure, DNA super- 
coiling, transposition, and DNA sequence effects 
will be discussed. Offered as needed; seminar for- 
mat. Anthony T. Annunziato 

Bl 843 Seminar in Advances in Nucleic Acid 
Research 

The biochemistry and molecular biology of 
nucleic acids as they function in living cells will 
be examined in this course. Emphasis will be 
placed on eucaryotes although some procaryotic 
systems will be discussed. A major focus will be 
the involvement of protein-nucleic acid interac- 
tions in regulating DNA and RNA functions. 
Class will involve discussions of current research 
papers in a seminar format. Offered as needed. 

Anthony T Annunziato 

Bl 848 Cellular Immunology 

A discussion of cells, cell receptors and cell prod- 
ucts involved in the immune response, delayed hy- 
persensitivity, immediate hypersensitivity, and 
clotting. Offered as needed. Allyn H. Rule 

Bl 853 Plant Improvement Strategies (F: 2) 

Seminar on selected topics in the recent literature 
which illustrate the use of a rational experimen- 
tal approach toward the improvement of plant 
performance. Included will be review of some 
specific areas of biochemistry and physiology 
which provide the basis for construction of the 
rationale underlying the experiments discussed. 
Such work is being done in academic, government 
and industrial research laboratories, and has both 
theoretical and practical significance in biology 
agriculture. Jonathan Goldthwaite 



Bl 856 Immunochemistry of Antigens 

Prerequisite: Immunology or permission of in- 
structor 

Seminars pertaining to antigens, their specific- 
determinants and their interactions with antibod- 
ies. Quantitative immunochemical methods for 
measurement of antigen-antibody reactions, the 
free energy of Ab-Ag interactions, and mecha- 
nisms involved in protein-protein and/or recep- 
tor-ligand interactions. Offered as needed. 

Allyn H. Rule 

Bl 858 Immunochemistry of Antibodies 

Prerequisite: Immunology or permission of in- 
structor 

Seminars related to antibody classes, their 
structure, active sites, function and synthesis; the 
evolution of antibody synthesis, allotypy, idiotypy 
and the molecular biology of the generation of 
antibody diversity. Offered as needed. 

Allyn H. Rule 

Bl 860 Seminar in Molecular Biology and 
Genetics of Bacteriophage 

Study of recent advances in bacteriophage, genet- 
ics and replication. Offered as needed. 

Chester S. Stachow 

Bl 864 Seminar in Developmental Biology 

Prerequisites: Bl 654 and 656 or permission of in- 
structor 

Discussion of current advances being made in 
selected areas in the field of developmental biol- 
ogy. Offered as needed. William H. Petri 

Bl 888 Master's Interim Study (F: 0-S: 0) 

For Master's candidates who have completed all 
course requirements but wish to remain enrolled 
while preparing for comprehensive examinations. 

The Department 

Bl 998 Doctoral Comprehensive (F: 0-S: 0) 

Required for Doctoral students who have com- 
pleted all course requirements but are preparing 
for comprehensive examinations. 

The Department 

Bl 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to use the university facilities (li- 
brary, etc.,) and to the privilege of auditing infor- 
mally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. The Department 



20 • Gradlwtf Arts and Sciences • CEERA 



Center for East Europe, 
Russia and Asia (CEERA) 



The Center's programs encourage faculty and 
students to participate in interdepartmental en- 
deavors on both the graduate and undergraduate 
levels. Participating faculty come from the De- 
partments of Economics, Education, Fine Arts, 
History, Philosophy, Political Science, Sociology, 
Slavic & Eastern Languages, and Theology, and 
offer over eighty academic courses connected with 
the study of the culture, history and political life 
of East Europe, Russia and Asia. 

HS 272 (PO 080) Introduction to Russian, Soviet 
and East European Studies (F: 3) 

This course provides the student with the key 
themes, theories and approaches necessary for 
further detailed study of Russia, the former 
USSR, and the East European states. The major 
findings and methods used by specialists in vari- 
ous disciplines will be previewed and presented. 



Graduate students interested in this introduc- 
tory course should consult the Director of the 
Program. 

CEERA also sponsors talks and symposia on 
topics of interest. 

Graduate students may also earn a certificate 
of proficiency from the Center. Certificate re- 
quirements and other information on the opera- 
tion of the Center are available from: 

Prof. Raymond T. McNally (History), Di- 
rector, Carney 1 7 1 

Prof. Donald Carlisle (Political Science), As- 
sistant Director, McGuinn 220 

Information on graduate degree programs 
with related area concentrations should be ob- 
tained directly from the academic departments: 
A.B., M.A., Ph.D. in History or Philosophy; A.B., 
M.A. in Russian or in Slavic Studies (Slavic & 
Eastern Languages). 



C H 



M I 



FACULTY 

Joseph Bornstein, Professor Emeritus; B.S., Bos- 
ton College; Ph.D., Massachusetts Institute of 
Technology 

Andre J. de Bethune, Professor Emeritus; B.S., St. 
Peter's College; Ph.D., Columbia University 

Robert F. O'Malley, Professor Emeritus; B.S., 
M.S., Boston College; Ph.D., Massachusetts In- 
stitute of Technology 

MichaelJ. Clarke, Professor; A.B., Catholic Uni- 
versity; M.S., Ph.D., Stanford University 

Paul Davidovits, Professor; B.S., M.S., Ph.D., 
Columbia University 

Evan R. Kantrowitz, Professor; A.B., Boston 
University; A.M., Ph.D., Harvard University 

T. Ross Kelly, Vanderslice Professor; B.S., Holy 
Cross College; Ph.D., University of California at 
Berkeley 

David L. McFadden, Professor, Chairperson of the 
Departvient ; A.B., Occidental College; Ph.D., 
Massachusetts Institute of Technology 

Larry W. McLaughlin, Professor; B.Sc, Univer- 
sity of California at Riverside; Ph.D., University 
of Alberta 

Yuh-kang Pan, Professor; B.S., National Taiwan 
University; Ph.D., Michigan State University 

Mary F. Roberts, Professor; A.B., Bryn Mawr 
College; Ph.D., Stanford University 

Dennis J. Sardella, Professor; B.S., Boston Col- 
lege; Ph.D., Illinois Institute of Technology 

George Vogel, Professor; B.S., D.Sc, Prague 
Technical University 



TRY 



E. Joseph Billo, Jr., Associate Professor; B.S., 
M.S., Ph.D., McMaster University 

Udayan Mohanty, Associate Professor; B.Sc, 
Cornell University; Ph.D., Brown University 

Martha M. Teeter, Associate Professor; B.A., 
Wellesley College; Ph.D., Pennsylvania State 
University 

James E. Anderson, Assistant Professor; B.S., 
Michigan State University; M.S., Ph.D., Univer- 
sity of Michigan 

Amir H. Hoveyda, Assistant Professor; B.A., Co- 
lumbia University; Ph.D., Harvard University 

Lawrence B. Kool, Assistant Professor; B.S., Uni- 
versity of Michigan; Ph.D., University of Massa- 
chusetts at Amherst 

PROGRAM DESCRIPTION 

The Department of Chemistry offers programs 
leading to the degrees of Doctor of Philosophy 
and Master of Science in analytical chemistry, 
inorganic chemistry, organic chemistry, physical 
chemistry, and biochemistry. The Master's de- 
gree is intended as a terminal degree. The Mas- 
ter of Science in Teaching (M.S.T.) is offered 
through cooperation with the Department of 
Education. 

All entering graduate students take 4 or 5 
qualifying examinations in inorganic, analytical, 
organic, biochemistry, and physical chemistry. 
Master's degree candidates must take the exami- 
nations at least once for placement purposes. 
Ph.D. candidates are required either to pass the 
Qualifying Examinations or to satisfy specified 
Foundation Course Requirements. 



Formal courses may be waived in the first year 
in areas of demonstrated proficiency, as revealed 
by the Qualifying Examinations. 

Requirements: Every student is expected to at- 
tain a grade point average of at least 2.50 at the 
end of his or her second semester in the Gradu- 
ate School, and maintain it thereafter. If this stan- 
dard is not met, the student may be required to 
withdraw from the graduate program. 

There is no total credits requirement for the 
Ph.D. degree. First-year requirements provide 
the student with breadth of knowledge in the tra- 
ditional fields: analytical, inorganic, organic, bio- 
chemistry, and physical chemistry. Beyond the 
first year each student will pursue a program of 
studies consistent with individual educational 
goals and with the approval of the student's advi- 
sor. 

At the end of the second year, Ph.D. candi- 
dates must pass an oral exam that stresses mate- 
rial from their own research specialty area and 
related areas. Members of the student's thesis 
committee comprise the exam committee. 

Candidates for the Ph.D. degree must pass an 
examination in German, French, or Russian. The 
examination must be successfully passed before 
the student is formally admitted to candidacy. 

The Comprehensive Examination for the 
M.S. degree is a public, oral defense of the 
student's research thesis. The Ph.D. Comprehen- 
sive Examination consists of a series of cumula- 
tive examinations which test the student's devel- 
opment in his or her major field of interest and 
critical awareness and understanding of the cur- 
rent literature. 

Both the M.S. and Ph.D. degrees require a 
thesis based upon original research, either experi- 
mental or theoretical. During the second year, 
research will be the major effort of the student 
seeking a Master's degree. For the Ph.D. candi- 
date, a research project requiring three to four 
years of sustained effort will begin usually after 
the first year of study. An oral defense of the dis- 
sertation before a faculty thesis committee com- 
pletes the degree requirements. A public presen- 
tation of the thesis follows the oral defense. 

Some teaching or equivalent educational ex- 
perience is required. This requirement may be 
satisfied by at least one year of service as a teach- 
ing assistant or by suitable teaching duties. Ar- 
rangements are made with each student for a 
teaching program best suited to his/her overall 
program of studies. Waivers of teaching require- 
ments may be granted under special circum- 
stances with the approval of the Chairperson. 

COURSE OFFERINGS 

An asterisk (*) after a course tide indicates that the 
course carries a laboratory fee. 

CH 520 Principles of Inorganic Chemistry (F: 3) 

An introduction to the principles of inorganic 
chemistry with emphasis on structural and ther- 
modynamic aspects. MichaelJ. Clarke 

CH 532 Introduction to Macromolecular 
Chemistry (S: 3) 

An introduction to the organic and physical 
chemistry of large polymeric molecules. The syn- 
theses of these molecules via condensation, chain 
polymerization, and ring-opening will be covered 



Graduate Arts and Sciences • Chemistry • 21 



as well as the structures and modifications of natu- 
rally occurring polymers. Physical properties such 
as mechanical and elastic behavior, solubility, and 
solution thermodynamics will be discussed. Fi- 
nally, one lecture will touch upon the interface 
with chemical engineering in the scaling-up of 
chemical processes and also the interface with the 
world of chemical patent law. Lloyd D. Taylor 

CH 538 Organic Spectroscopy (F: 3) 

The theory and applications of infrared, nuclear 
magnetic resonance, mass, and ultraviolet spec- 
troscopy in the determination of the structure of 
organic compounds are discussed. Special effort 
is made in the course to help the student develop 
an ability to arrive at a solution by a logical pro- 
cess starting from only a moderate amount of 
"memorized" data. To this end, a substantial por- 
tion of the course is devoted to interpretation of 
spectra of unknowns, with active class participa- 
tion expected. George Vogel 

CH 545-546 Advanced Principles of Organic 
Chemistry (F: 3-S: 3) 

Fundamental concepts of molecular structure and 
reactivity are at the core of organic chemistry. 
The seemingly limitless variety of transformations 
encountered in organic chemistry can be repre- 
sented by a relatively small number of mechanis- 
tic types. This course will cover concepts of 
chemical bonding and structure and survey the 
major mechanistic categories and the commonly- 
encountered reactive intermediates from the per- 
spective of the organic chemist interested in a 
practical understanding of the relationships be- 
tween structure and reactivity in organic species. 

Lawrence B. Kool 

CH 551 Advanced Analytical Chemistry (S: 3) 

A consideration of modern instrumental methods 
of analysis, including atomic emission and absorp- 
tion, ultraviolet, visible, infrared, and Raman 
spectrometry, fluorometry, x-ray methods, elec- 
troanalytical methods (potentiometry, coulom- 
etry, voltammetry), and gas and liquid chroma- 
tography. James E. Anderson 

CH 555-556 Advanced Chemistry Laboratory* 
(F: 3-S: 3) 

This is a two-semester chemistry laboratory 
course designed primarily for juniors and seniors. 
Emphasis will be placed on developing the skills 
and techniques required to perform modern 
chemical experiments. Interpretation and presen- 
tation of data will also be stressed. 

The laboratories will include experiments 
from thermodynamic, kinetic, spectroscopic, elec- 
trochemical, and chromatographic areas. In ad- 
dition, basic experimental techniques, experimen- 
tal design, safe laboratory practices, and identifi- 
cation and estimation of sources of error in mea- 
surements will be included in each experiment. 
Lab fee per semester: $ 1 40.00 James E. Anderson 

CH 561-562 Biochemistry (F: 3-S: 3) 

Prerequisite: CH 231-232 or equivalent. 

A two-semester introductory-level course in 
Biochemistry. Topics in the first semester con- 
centrate on protein structure and function; bioen- 
ergetics; kinetics and mechanisms of enzyme re- 
actions; intermediary metabolism; control of 
metabolic pathways; and photosynthesis. Topics 
in the second semester concentrate on the struc- 



ture of nucleic acids; recombinant DNA technol- 
ogy; mechanisms of gene rearrangements; DNA 
replication; RNA synthesis and splicing; protein 
synthesis; control of gene expression; membrane 
transport; and hormone action. Experimental 
methods will also be discussed as they relate to 
course topics and to the separate laboratory course 
(CH 563). Evan R. Kantrowitz 

CH 563 Experimental Biochemistry* (S: 3) 

Prerequisite: General Chemistry, Organic Chem- 
istry and Biochemistry. 

A laboratory course intended to prepare stu- 
dents for research in the Biochemical Sciences. 
This course will concentrate on the isolation and 
characterization of proteins, enzymes, nucleic 
acids and lipids as well as recombinant DNA tech- 
nology. State-of-the-art instrumentation will be 
used to this end in a laboratory especially designed 
for this course. A variety of experimental tech- 
niques will be used, including electrophoresis, 
chromatography, spectroscopy, and centrifuga- 
tion. As far as possible, data will be collected and 
analyzed directly by computer. 
Lab fee per semester: $140.00 Martha M. Teeter 

CH 564 Physical Methods in Biochemistry (F: 3) 

Prerequisites: CH 561 or BI 435; CH 473 or Physi- 
cal Chemistry I (CH 475 or CH 575). 

The course will cover three major techniques 
used in biochemical research: spectroscopy (ab- 
sorption fluorescence, circular dichroism, NMR, 
and EPR), diffraction (X-ray and neutron), and 
microscopy (light and electron). Lectures will 
cover both theory and practical use with examples 
taken from current biochemical literature for the 
latter. Mary F. Roberts 

CH 565 Structure, Function, and Reactivity of 
Nucleic Acids (S: 3) 

Topics discussed in this course will include 
nucleoside and nucleic acid (DNA and RNA) 
structure as has been reported using x-ray diffrac- 
tion, NMR spectroscopy, and circular dichroism. 
This includes A, B, C, and Z forms, tRNA, tri- 
plexes, and higher-order structural forms. Addi- 
tional topics include chemical and enzymatic 
nucleic acid synthesis asne sequencing, reactions 
of nucleic acids with metal ions, intercalators, 
electrophiles, and carcinogens. Protein-nucleic 
acid interactions will also be discussed in some 
detail. Functional aspects will be limited to those 
which are related to nucleic acid structure and 
reactivity. This will include topics such as the mo- 
lecular basis of cancer and DNA repair mecha- 
nisms. Larry W. McLaughlin 

CH 566 Bio-inorganic Chemistry (S: 3) 

This course presents a discussion of the role of 
metals in biological systems, including behavior 
of metal ions in aqueous solution, metal-requir- 
ing enzymes, interaction of metal ions with 
nucleic acids, transport systems involving inor- 
ganic ions, and inorganic pharmaceuticals. 

Michael J. Clarke 

CH 575 Physical Chemistry I (F: 3) 

Prerequisites: 3 semesters of Calculus, 2 semesters 
of Physics, 2 semesters of Organic Chemistry 

This course covers the fundamental principles 
and applications of equilibrium thermodynamics. 

Chemistry graduate students may register for 
this course only if they are advised to do so by the 
Department. Paul Davidovits 



CH 576 Physical Chemistry II (S: 3) 

Prerequisite: CH 575 

An introduction to the principles of reaction 
kinetics, kinetic molecular theory, and quantum 
mechanics of atoms and molecules. 

Chemistry graduate students may register for 
this course only if they are advised to do so by the 
Department. Yuh-kang Pan 

CH 579 Introduction to Statistical Mechanics (S: 3) 

This course emphasizes modern tools of statisti- 
cal mechanics: a) Microcanonical, canonical, and 
grand-canonical ensembles: fluctuations in these 
ensembles and applications, b) Perturbation theo- 
ries of classical fluids: simulation (Monte-Carlo 
and Molecular-dynamics) methods in statistical 
mechanics, c) Phase transitions: scaling relations, 
operator product expansions, and Wilson's 
renormalization group approach to critical phe- 
nomena, d) Linear response theory, Onsager's re- 
gression hypothesis, fluctuation dissipation 
theory, Green-Kubo relations, and Brownian 
motion theory. Udayan Mohanty 

CH 584 Crystal Structure Analysis (F: 3) 

X-ray single crystal diffraction analysis of both 
small molecules and macromolecules. Theoreti- 
cal as well as practical aspects of structure analy- 
sis will be stressed. Subjects include crystal 
growth, crystal lattices and space groups, produc- 
tion and diffraction of X-rays, crystal structure 
solution, refinement, analysis of structures, and 
computer graphic display of structures. Exercises 
and problem sets will supplement the lectures. 

Martha M. Teeter 

CH 799-800 Reading and Research* (F: 2 or 3- 
S: 2 or 3) 

A course required of Ph.D. matriculates for each 
semester on research. The Department 

CH 801 Thesis Seminar* (F: 3-S: 3) 

A research problem, requiring a thorough litera- 
ture search and an original investigation under the 
guidance of a faculty member, for M.S. candi- 
dates. The Department 

CH 802 Thesis Direction* (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

The Department 

CH 805 Departmental Seminar I (F: 1 ) 

Research seminars by leading scientists both from 
within the Department and from other institu- 
tions are presented on a regular (usually weekly) 
basis. Amir H. Hoveyda 

CH 806 Departmental Seminar II (S: 1) 

A continuation of CH 805. Lawrence B. Kool 

CH 821 Inorganic Chemistry Seminar I (F: 3) 

A series of discussions of topics of current inter- 
est in inorganic chemistry with participation by 
students and faculty members. Students will sub- 
mit papers and give oral presentations of topics 
based on recent literature in inorganic chemistry. 
Discussions of research in progress in the Depart- 
ment will be included. Occasionally visiting lec- 
turers will also participate. Michael J. Clarke 

CH 822 Inorganic Chemistry Seminar II (S: 3) 

A continuation of CH 82 1 . Michael J. Clarke 



22 • Graduate Arts and Sciences • Classical Studies 



CH 861 Biochemistry Seminar I (F: 3) 

A series of discussions of topics of current inter- 
est in biochemistry with participation by students 
and faculty members. Students will submit papers 
and give oral presentations on selected topics. 
Discussions of current research in the Depart- 
ment will be included. Martha M. Teeter 

CH 862 Biochemistry Seminar II (S: 3) 

A continuation of CH 86 1 . Martha M. Teeter 

CH 871 Physical Chemistry Seminar I (F: 3) 

A series of discussions of topics of current inter- 
est in physical chemistry with participation by stu- 
dents and faculty members. Students will submit 
papers and give oral presentations of topics based 
on recent literature in physical chemistry. Discus- 
sions of research in progress in the Department 
will be included. David L. McFadden 

CH 872 Physical Chemistry Seminar II (S: 3) 

A continuation of CH 87 1 . David L. McFadden 

CH 994 Language Requirement: French (F, S: 0) 
CH 995 Language Requirement: German (F, S: 0) 

CH 996 Language Requirement: Russian (F, S: 0) 

Three times a year (September, December, April) 
examinations to satisfy the language requirement 
as spelled out under Program Description are of- 
fered. Advising and limited instruction are also 
available. The dates are announced on the depart- 
mental bulletin board. No formal registration is 
required. George Vogel 

CH 997 Master's Comprehensive (F, S: 0) 

Consists of a public, oral defense of the student's 
thesis research. The Department 

CH 998 Doctoral Comprehensive (F, S: 0) 

Consists of a series of cumulative written exami- 
nations which test the student's development in 
his or her major field of interest (organic, inor- 
ganic, analytical, physical, biochemistry) and criti- 
cal awareness and understanding of the current 
literature. Six of sixteen exams must be passed 
over a two-year period. The Department 



CH 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to the use of the University facili- 
ties (library, etc.) and to the privilege of auditing 
informally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. The Department 

Following is a list of other courses, offered by the 
Department on a non-periodic basis: 
CH 523 Organometallic Chemistry 
CH 535 Physical Organic Chemistry 
CH 539 NMR Spectroscopy 

CH 541 Determination of Organic Structures, 
with Lab 

CH 567 Protein Structure and Function 
CH 568 Advanced Biochemistry and 
Enzymology 

CH 569 Enzyme Mechanisms 

CH 572 Quantum Chemistry and Spectroscopy 

CH 573 Quantum Chemistry and Molecular 
Structure 

CH 577 Spectroscopy 

CH 580 Dynamics of Simple Liquids 

CH 581 Electrochemistry 

CH 583 Analytical Separations 

CH 671 Statistical Mechanics 

CH 672 Quantum Mechanics 

CH 725 Physical Methods in Inorganic 
Chemistry 

CH 734 Natural Products 

CH 735 Advanced Organic Chemistry 

CH 738 Heterocycles 

CH 770 Advanced Physical Chemistry — 
Dynamics 

CH 831-832 Organic Chemistry Seminar 



Classical Studies 



FACULTY 

Dia M.L. Philippides, Professor, B.A., Radcliffe 
College; M.A., Boston College; M.A., Ph.D., 
Princeton 'Jniversity 

Charles F. Ahern, Jr., Associate Professor, Chair- 
person of the Department; B.A., Wesleyan Univer- 
sity; M.Phil., Ph.D., Yale University 

Eugene W. Bushala, Associate Professor, B.A., 
Wayne State University; M.A., Ph.D., Ohio State 
University 

David H. Gill, S.J., Associate Professor,BA., MA., 
Boston College; Ph.D., Harvard University; Lie. 
Theology, St. Georgen, Frankfurt-am-Main 

PROGRAM DESCRIPTION 

The Department grants an M.A. degree in Latin 
or Greek, or Latin and Greek. The degree can be 
obtained in either of two ways: 1) by thirty cred- 



its in course work 2) by twenty-four credits in 
course work plus a thesis (with special permis- 
sion). r ' 

Requirements: Candidates for the degree are 
required to complete a departmental reading list 
in Latin authors, or Greek authors, or both, de- 
pending on the type of degree sought. Compre- 
hensive examinations will be written and oral, 
consisting of translations from the authors on the 
reading list, questions on the content of the 
candidate's course work, on the general history of 
Latin and/or Greek literature, and on the thesis 
if offered in partial fulfillment of the require- 
ments. 

A student's modern language reading ability 
in French or German will be tested by the De- 
partment. 

The Department also offers courses in Mod- 
ern Greek language and literature. These courses 
do not qualify as credits for an M.A. degree. 



COURSE OFFERINGS 

CL 010-01 1 Elementary Latin (F: 3-S: 3) 

This course will introduce the fundamentals of 
Latin grammar and vocabulary. The aim is to 
prepare a student to read simple Latin prose. 

Maria Kakavas 

Sister Maty Daniel O'Keeffe 

John Shea 

CL 020-021 Elementary Ancient Greek (F: 3-S: 3) 

This course will introduce the fundamentals of 
ancient Greek grammar and vocabulary. The aim 
is to prepare a student to read something like 
Plato's Apology after a year's study. 

Kenneth Rothwell 

CL 052-053 Intermediate Ancient Greek 
(F: 3-S: 3) 

A review of the essentials of Classical Attic gram- 
mar and a close reading of selections from Greek 
literature, normally Xenophon's /fotf/vmy, Plato's 
Apology and/or Crito and Euripides' Medea. Spe- 
cial provision will be made to meet the needs of 
students of philosophy (e.g., more Plato) and the- 
ology (e.g., New Testament instead of classical 
authors). Dia M. L. Philippides 

John Shea 

CL 056-057 Intermediate Latin (F: 3-S: 3) 

A thorough review of essential grammatical forms 
presented in Elementary Latin along with a close 
reading of an introductory selection of Roman 
prose and poetry. Eugene Bushala 

Kenneth Rothwell 
John Shea 

CL 060-061 Elementary Modern Greek 

An introduction to the study of Demotic Greek. 
This course will introduce the fundamentals of 
grammar and will focus on reading ability, oral 
comprehension, and oral expression. Class in- 
struction is supplemented by required laboratory 
work. Offered alternate years. Maria Kakavas 

CL 070-071 Intermediate Modern Greek 
(F: 3-S: 3) 

Prerequisite: Elementary Modern Greek. 

This second-year course in the Modern Greek 
language will enable the student to enjoy the read- 
ing of representative contemporary writers such 
as Kazantzakis, Myrivilis, Seferis, Samarakis, 
Taktsis and Elytis. Maria Kakavas 

CL 101 Introduction to the Modern Greek 
World (S: 3) 

An introduction to the geography, history, litera- 
ture, religion, art, politics, and culture of contem- 
porary Greece. This course aims at presenting an 
overall view and sensitive understanding of the 
current state of the country, taking into account 
Greece's liminal position between East and West, 
her recent attachment to the European Commu- 
nity, and the strong residual tradition of ancient 
Greece and Byzantium. The course is offered 
entirely in English. It serves as an excellent prepa- 
ration for anyone seriously interested in visiting 
Greece and seeing beyond the walls of the Hilton 
Hotel. It also forms a basis for any further study 
of Greece, and offers a sneak preview of the new 
integrated Europe of 1 992 . Dia M. L. Philippides 

CL 1 75 Modern Greek Novels and Short Stories 

A survey of highlights of Greek prose-writing 
starting with 1 9th century works such as Pope Joan 



Graduate Arts and Sciences • Classical Studies • 23 



(E. Roidis) and "My Mother's Sin" (G. Vizyenos), 
continuing through the turn of the century with 
The Murderess (A. Papadiamantis), Life in the Tomb 
(S. Myrivilis), Zorba the Greek (N. Kazantzakis), 
and concentrating mostly on contemporary works 
including The Plant, The Well, The Angel (V. 
Vassilikos, author of Z), The Third Wedding (K. 
Taktsis), "Fifty-fifty to Love" (from The Double 
Book of D. Hatzis), "The DogsofSeikh-Sou"(G. 
Ioannou), The Flaw and short stories (A. 
Samarakis). The course is offered entirely in En- 
glish. Offered alternate years. 

Dia M. L. Philippides 

CL 1 76 Modern Greek Drama 

A survey of highlights of modern Greek drama 
beginning with the remarkable plays of the Cretan 
Renaissance (e.g., the tragedy Erofili), and center- 
ing mainly on the 20th century, with plays such 
as Tragedy-Comedy (N. Kazantzakis), The Court- 
yard of Miracles (I. Kambanellis), The City (L. 
Anagnostaki), The Ear of Alexander (K. 
Mourselas), The Wedding Band (D. Kehaides), The 
Match (G. Maniotes). The discontinuity from the 
ancient Greek theater may be discussed and a 
reading performance may be planned. The course 
is offered entirely in English. Offered alternate 
years. Dia M. L. Philippides 

CL 186 Greek Civilization (F: 3) 

After a brief survey of early Greek history, the 
course will focus on the distinctive achievements 
of Athens at her creative peak in the fifth century 
BCE: the development and working of the Athe- 
nian Democracy; the drama (Aeschylus, 
Sophocles, Euripides, Aristophanes); the 
Periclean building program (Parthenon, etc.); the 
beginnings of philosophy (the Sophists and 
Socrates); the rise and fall of the Athenian Em- 
pire (Herodotus and Thucydides). Reading will 
be mostly from the original sources (in transla- 
tion). Kenneth Rothwell 

CL 202 Classical Greek Drama in Translation 

(S:3) 

Selected plays from 5th century Attic drama, in- 
cluding Aeschylus 1 Oresteia trilogy, Sophocles' 
Antigone and Oedipus Rex, Euripides' Medea, 
Hippolytus and Bacchae, Aristophanes' Frogs and 
Lysistrata, will be read in English. Secondary read- 
ings, visual materials (videotapes of performances, 
and slides) and discussion will focus on the devel- 
opment of classical drama, the ancient theater, 
stagecraft, and contemporary society, including 
the roles of men and women and issues of justice, 
heroism and ethics. 

Of interest to students in the theater, English 
and other literatures influenced by the form and 
content of classical drama. 

For students of the Classics provision may be 
made for reading certain portions in Greek. 

Dia M.L. Philippides 

CL 21 7 The Ancient Epic in Translation (S: 3) 

The study of the Iliad and the Odyssey of Homer 
and the Aeneid of Vergil as masterpieces of west- 
ern literature. Emphasis on thematic and narra- 
tive structure and the epic hero. Lectures and dis- 
cussion. Eugene W. Bushala 

CL 232 Ancient Comedy (F: 3) 

Study of the origins and development of stage 
comedy in Greece and Rome, with attention to 



its influence on later comedy. The readings will 
include selections from the work of Aristophanes 
(e.g., Clouds, Lysistrata), Menander (The Grouch), 
Plautus (e.g., The Braggart Soldier, Pseudolus), and 
Terence (The Eunuch), with supplementary read- 
ings in Shakespeare, Moliere, and Congreve. We 
shall talk about humor, but also what can be said 
of a comedy aside from its being funny: what are 
its typical themes and settings? How do the com- 
edies of succeeding periods differ from one an- 
other? How, socially and psychologically, does a 
comedy differ from a tragedy? If time permits, we 
shall also experiment with staging scenes in class, 
and discuss the resemblances between traditional 
stage comedy and contemporary comedy as seen 
in movies and television. Charles Ah ern 

CL 262 Roman Civilization (S: 3) 

After a survey of the broad outlines of Roman 
history, the course will focus on selected topics 
that illustrate the character of life in the early 
Roman empire-the years of the Roman Peace. 
Among these topics are family life, social stratifi- 
cation, mythology and religion (including the 
growth of Christianity in a pagan culture), politi- 
cal institutions and social attitudes, art (including 
pornography), law, literature, economic life (in- 
cluding slavery), and popular entertainment (the 
infamous shows). The aim of the course will be 
to look not so much at the monumental achieve- 
ment of Roman imperial government as at the 
varied texture of life under that government. 

Charles Ahem 

CL 274 Advanced Topics on Modern Greek IV 

(S:3) 

A seminar introducing its participants to advanced 
methods of reading and research in Modern 
Greek Studies, usually leading to the production 
of a term paper. 

The course may be repeated for credit as its 
content varies each time it is given. This year the 
course will center on Modern Greek plays. 

Dia M.L. Philippides 

CL 280 Currents in Modern Greek Literature (F: 3) 

A survey of highlights from Modern Greek litera- 
ture examining in each case, as appropriate, some 
of the following factors: the "Greekness" of the 
work, its debt to the Ancient (pagan) and Byzan- 
tine (Christian) tradition, the crosscurrents arriv- 
ing from East and West, the influence of contem- 
porary political, artistic, and societal conditions. 
Works to be studied might include: Martin- 
engou's My Story, Vizyenos' "My Mother's Sin," 
Myrivilis' Life in the Tomb, Kazantzakis' Zorba the 
Greek, poems of the Nobel prize-winning authors 
Seferis and Elytis, Kotzias' The Jaguar or Zei's 
Achilles' Fiancee. 

Presenting striking examples of a modern Eu- 
ropean literature, the course lends a standpoint 
for comparative study. It will pay attention to the 
depiction and voices of Greek men and women 
and incorporate discussion of what works have 
been translated into English. 

The course is offered entirely in English, 
though it also forms an elective towards the Mi- 
nor in Modern Greek Studies. No knowledge of 
the Modern Greek language is necessary, but pro- 
vision may be made for those wishing to read cer- 
tain texts in Greek. Dia M.L. Philippides 



CL 320 (TH 423) Seminar in Latin Patrology (S: 3) 

See course description under TH 423. 

Margaret Schatkin 

CL 323 (TH 425) Seminar in Greek Patrology 

(F:3) 

See course description under TH 425. 

Margaret Schatkin 

CL 333 Apuleius (F: 3) 

Reading and discussion of Apuleius' serio-comic 
novel Metamorphoses (or The Golden Ass). Among 
the readings will be several "Ephisika" (short sto- 
ries on preternatural themes), the philosophizing 
allegory of the marriage of Cupid and Psyche, 
stories about the experience of Lucius (the hero) 
when changed into an ass, and the story of Lucius' 
conversion to Isiac religion. We shall consider 
both the literary character of the novel and its 
character as a document of Roman social and re- 
ligious values. Charles Ahem 

CL 348 Catullus (F: 3) 

Reading and discussion of selected poems. 

Eugene W. Bushala 

CL 376 Advanced Reading Course: Ancient 
Greek Drama (F: 3) 

Reading in Greek of selected plays by different 
playwrights. Discussion of the nature and back- 
ground of Greek drama and study of individual 
distinctions in approach and style. 

Dia M.L. Philippides 

CL 382 Herodotus (S: 3) 

Reading of selections from the Histories and study 
of major historical and cultural themes. 

Kenneth Rothwell 

CL 450 Roman Elegy (S: 3) 

Prerequisites: At least two years of college Latin or 
the approval of the department. 

This course will cover a considerable portion 
of the elegiac poems of Tibullus, Propertius, and 
Ovid, investigating the genre of Roman elegiac 
poetry and the individual contributions of each 
poet. The method will be translation, lecture and 
discussion. Eugene Bushala 

CL 790-91 Readings and Research (F: 3-S: 3) 

Charles Ahem 

Eugene Bushala 

Dia M.L. Philippides 



24 • Graduate Arts and Sciences • Economics 



C O N O M I C 



FACULTY 

Robert J. McEwen, S.J., Professor Emeritus; A.B., 
Boston College; ALA., Eordham University; Ph.L., 
S.T.L., Weston College; Ph.D., Boston College 

James E. Anderson, Professor; A.B., Oberlin 
College; Ph.D., University of Wisconsin 

Richard J. Arnott, Professor; B.S., Massachusetts 
Institute of Technology; ALA., ALPhilosophy, 
Ph.D., Yale 

David A. Belsley, Professor; A.B., Haverford 
College; Ph.D., Alassachusetts Institute of Tech- 
nology 

Frank M. Gollop, Professor; A.B., University of 
Santa Clara; A.AL, Ph.D., Harvard University 

Peter Gottschalk, Professor; B.A., M.A., George 
Washington University; Ph.D., University of 
Pennsylvania 

Marvin C. Kraus, Professor; B.S., Purdue Uni- 
versity; Ph.D., University of Minnesota 

William B. Neenan, S.J., Professor; A.B., A.M., 
S.T.L., St. Louis University; Ph.D., University of 
.Michigan; Academic Vice President and Dean of 
Faculties 

Joe Peek, Professor; B.S., ALS., Oklahoma State 
University; Ph.D., Northwestern University 

Joseph F. Quinn, Professor, Chairperson of the 
Department; A.B., Amherst College; Ph.D., Mas- 
sachusetts Institute of Technology 

Donald K. Richter, Professor; B.A., M.A., Yale 
University; Ph.D., Massachusetts Institute of 
Technology 

Donald J. White, Professor, Dean, Graduate School 
of Arts and Sciences; B.S., Boston College; A.M., 
Ph.D., Harvard University 

Christopher F. Baum, Associate Professor; A.B., 
Kalamazoo College; A.M., Florida Atlantic Uni- 
versity; Ph.D., University of Michigan 

Donald Cox, Associate Professor; B.S., Boston 
College; ALS., Ph.D., Brown University 

Andre Lucien Daniere, Associate Professor; Bac- 
calaureate, Lyons; M.S., University of Massachu- 
setts; Ph.D., I larvard University 

Francis M. McLaughlin, Associate Professoi; As- 
sistant Chairperson of the Department; B.S., A.M., 
Boston College; Ph.D., Massachusetts Institute 
of Technology 

Robert G. Murphy, Associate Professor; B.A., 
Williams College; Ph.D., Massachusetts Insti- 
tute of Technology 

Harold A. Petersen, Associate Professor; A.B., 
DePauw University; Ph.D., Brown University 

Richard W. Tresch, Associate Professor; A.B., 
Williams College; Ph.D., Massachusetts Insti- 
tute of Technology 

Leonardo Felli, Assistant Professor; Laurea, 
Lniversita De Gli Studi Di Trieste; Ph. 13., Mas- 
sachusetts Institute of Technology 



Jane Marrinan, Assistant Professor; B.A., DePaul 
University; Ph.D., University of Minnesota 

E. Scott Mayfield, Assistant Professor; B.A., Wil- 
liams College; Ph.D., University of Pennsylvania 

Stephen Polasky, Assistant Professor; B.A., Will- 
iams College; M.A., London School of Econom- 
ics; Ph.D., University of Michigan 

Toni M. Whited, Assistant Professor; B.A., Uni- 
versity of Oregon; M.A., Ph.D., Princeton Uni- 
versity 

PROGRAM DESCRIPTION 

The graduate program in Economics is oriented 
primarily toward full-time students who are seek- 
ing the Ph.D. A limited number of students are 
also accepted to the M.A. program, which may be 
undertaken on either a part-time or full-time ba- 
sis, and in rare cases applicants are accepted as 
part-time students in the Ph.D. program. 

The Ph.D. Program 

The doctoral program is designed to train econo- 
mists for careers in teaching or research by pro- 
viding strong backgrounds in economic theory, 
quantitative research methods, and applied fields. 
Requirements for the Ph.D. include a minimum 
of eighteen courses, comprehensive examinations, 
a one-year residence requirement, and a thesis. 

In the first year of the doctoral program stu- 
dents are normally required to take two semes- 
ters of Micro Theory (EC 700, 701), two semes- 
ters of Macro Theory (EC 703, 704), two semes- 
ters of Mathematics for Economists (EC 711, 
712), one semester of Statistics (EC 727), and one 
semester of Econometrics (EC 728). The first 
semester of each theory sequence provides an in- 
tuitive bridge to theoretical concepts, as well as 
an introduction to the mathematical formulation 
of economic concepts. This prepares the student 
for the standard mathematical graduate approach, 
which characterizes the second term. Students 
who enter with equivalent prior background may 
be exempted from Mathematics for Economists, 
Statistics, or the first semester of Micro or Macro, 
however, at the discretion of the Director of 
Graduate Studies. Those students who are ex- 
empted from some first-year courses are expected 
to elect additional courses from those listed up to 
a total of four courses each semester. 

In the second year, students complete a third 
semester each of Micro (EC 702) and Macro 
Theory (EC 705), take a course in Applied Econo- 
metrics (EC 729), and take courses from a wide 
range of electives. These include advanced micro 
theory, econometric theory, applied economet- 
rics, monetary economics, public finance, indus- 
trial organization, international trade and finance, 
urban economics, labor economics, and finance. 
Students may also take independent study and, 
subject to departmental approval, may take 
courses in other departments of Boston College, 
or at Boston University, Tufts, or Brandeis. 



Comprehensive examinations are given in 
January and May of each year. All students must 
pass written comprehensives in micro theory and 
macro theory by May of their third year. Field 
comprehensives must be passed in two fields from 
those listed above. 

Total course requirements for the Ph.D. in- 
clude eighteen courses, less any which may be 
waived by examination. Students in the doctoral 
program must maintain a B+ average in their 
course work to remain in good standing. 

The M.A. Program 

The M.A. program in Economics is designed to 
train people for careers as research economists in 
business or government. It is aimed at students 
who qualify, by virtue of both interest and apti- 
tude, for a sophisticated program in quantitative 
economic analysis but who do not wish to make 
the time commitment required of a Ph.D. 

Requirements for the M.A. degree include the 
satisfactory completion often courses and a writ- 
ten comprehensive examination in macro theory, 
micro theory, and econometrics. The ten courses 
will normally include two semesters each of Mi- 
cro Theory (EC 700-701) and Macro Theory 
(EC 703-704); one semester each of Mathemat- 
ics for Economists (EC 711); Statistics (EC 727); 
Econometrics (EC 728); and three electives. 

The M.A. program is offered as a self-con- 
tained program, but the M.A. degree will also be 
awarded, upon request, to Ph.D. students who 
meet the M.A. requirements in the course of their 
doctoral work, and pass the comprehensive exami- 
nation. 

Admissions Information 

Students who are quite sure they wish to pursue 
a Ph.D. should apply for admission directly to the 
Ph.D. program and not to the M.A. program. Re- 
quirements for admission are at the same level for 
both programs, and students who are admitted to 
one may normally transfer, given satisfactory per- 
formance, to the other. Financial aid is available 
only to full-time students in the Ph.D. program. 
Requests for further information or for appli- 
cation forms for admission and financial aid 
should be addressed to the Committee on Admis- 
sions, Economics Department, Boston College, 
Chestnut Hill, Mass., 02167. Applicants are re- 
quired to submit college transcripts, three letters 
of recommendation, a statement of purpose, and 
scores from the Graduate Record Examination's 
quantitative, verbal, and analytical tests. Appli- 
cants interested in financial assistance should en- 
sure that their applications are completed by 
March 15. Applications completed beyond that 
date will be considered but will be subject to re- 
duced chances of financial aid awards. 

COURSE OFFERINGS 

EC 700 Microeconomic Theory I (F: 3) 

This course discusses basic geometric and math- 
ematical models of consumer behavior, firm be- 
havior and market structure. An emphasis is 
placed on the application of these concepts to 
policy issues. David Belsley 



Graduate Arts and Sciences • Economics • 25 



EC 701 Microeconomic Theory II (S: 3) 

Prerequisite: EC 700 or its equivalent. 

Topics in consumer and producer theory; 
decentralization of economic decision making, 
general equilibrium theory and welfare econom- 
ics. Marvin Ki-aus 

Donald K. Richter 

EC 702 Microeconomic Theory III (F: 3) 

Prerequisite: EC 700 and 701 or their equivalent. 
The first half of the course is an introduction 
to non-cooperative game theory with applications 
to oligopoly theory, bargaining, and signalling 
games. The second part of the course covers top- 
ics in information and mechanism design. Top- 
ics covered will include adverse selection, moral 
hazard, Arrow's impossibility theorem and social 
choice. Leonardo Felli 

Stephen Polasky 

EC 703 Macroeconomic Theory I (F: 3) 

A thorough treatment of the basic Keynesian and 
classical models. This course considers the deter- 
mination of output, interest rates and prices by us- 
ing basic graphical and mathematical approaches. 

Joe Peek 

EC 704 Macroeconomic Theory II (S: 3) 

Prerequisite: EC 703 or its equivalent. 

This course presents an in-depth analysis of 
the components of aggregate demand and finan- 
cial markets. Particular emphasis is placed on the 
empirical application of relevant theories. 

Robert G. Murphy 
Toni Whited 

EC 705 Macroeconomic Theory III (F: 3) 

Prerequisite: EC 703 and 704 or their equivalent. 
This course develops two important macro- 
economic frameworks: the infinitely-lived repre- 
sentative agent framework and the overlapping 
generations framework. These frameworks share 
the common features of general equilibrium in- 
teraction among markets and intertemporal op- 
timization. The frameworks are used to study the 
cyclical fluctuations of the macroeconomy and the 
role for government policy. Emphasis is placed on 
theoretical aspects, although relevant empirical 
work will often be introduced. E. Scott Mayfield 

EC 71 1 Mathematics for Economists (F: 3) 

This course will cover the following topics: 1) 
Differential calculus — limits, partial derivatives, 
jacobians, differentials, maxima and minima of 
functions of several variables, Lagrange multipli- 
ers, implicit function theorem, envelope theorem; 
2) Elementary economic applications — compara- 
tive static analysis, dual approach to economic 
theory. Leonardo Felli 

EC 712 Mathematics for Economists II (S: 3) 

Prerequisite: EC 711 and 727 or their equivalent. 
Maximization subject to inequality con- 
straints; difference equations, introduction to sto- 
chastic processes; differential equations; introduc- 
tion to dynamic optimization. E. Scott Mayfield 

Donald K. Richter 



EC 727 Statistics (F: 3) 

This course presents the statistical background 
required as an introduction to the study of econo- 
metrics: probability, sampling distributions, sta- 
tistical problems of point and interval estimation 
and hypothesis testing. Peter Gottscha/k 

EC 728 Econometric Theory and Methods (S: 3) 

Prerequisite: EC 711 and 727 or their equivalent. 
This course develops the basic tools of esti- 
mation for linear economic models. The major 
concerns include simple and multiple linear re- 
gression, hypothesis testing for simple and joint 
hypotheses, linear restrictions, dummy variables, 
analysis of covariance, generalized least squares, 
and instrumental variables. The elements of ma- 
trix algebra are reviewed, and an introduction to 
simultaneous equations methods is given. 

Christopher F. Baum 

EC 729 Applied Econometrics I (S: 3) 

Prerequisites: EC 727-728 or their equivalent. 

This course presents a set of selected topics 
in applied econometrics. These include pooled 
cross section time series models, limited depen- 
dent variable estimation techniques, varying pa- 
rameter regression models, mixed estimation, and 
nonlinear statistical models. The emphasis is 
placed upon practice, with exercises drawn from 
several large research data sets, utilizing a variety 
of econometric computer software. The course is 
of special interest to the student embarking on his 
dissertation research. Christopher F. Baum 

EC 808 Advanced Micro Theory I 

This course will cover topics of the instructor's 
interest in advanced microeconomic theory. A 
recent offering focused on the areas of game 
theory (normal and extensive form), (imperfect) 
information theory, and bargaining theory, with 
a strong interest in applications to current prob- 
lems in economics. The exact course content will 
vary from term to term and will depend upon the 
interests of the students and the professor. 
Not offered 1 992-93 The Department 

EC 809 Advanced Micro Theory II 

This course will cover topics of the instructor's 
interest in advanced microeconomic theory. A 
recent offering focused on applied general equi- 
librium modeling, in which traditionally abstract 
microeconomic models are transformed into 
practical tools for the evaluation of economic 
policy and performance, in contexts where par- 
tial equilibrium analysis is inappropriate. The 
exact course content will vary from term to term 
and will depend upon the interests of the students 
and the professor. Not offered 1992-93 

The Department 

EC 827 Econometric Theory I (F: 3) 

This course provides an introduction to the ba- 
sic tools and theory of econometrics. Relevant 
matrix algebra and multivariate distribution 
theory are developed and applied to the tradi- 
tional linear regression model and its extensions. 
Autocorrelation, errors in variables and other 
single equation problems will be discussed in this 
context. David Belsley 



EC 828 Econometric Theory II (S: 3) 

Prerequisite: EC 827 

This course is a continuation of material of EC 
827. A development of estimation in the general 
stochastic model and in systems of simultaneous 
linear equations. David Belsley 

EC 829 Applied Econometrics II (S: 3) 

Prerequisite: EC 728 (or equivalent) and EC 704. 
This course covers major advances in time 
series analysis. Representation theory in the time 
and frequency domains, rational expectations, and 
learning will be presented. The Department 

EC 830 Applied Econometrics III (F: 3) 

Prerequisite: EC 728 (or equivalent) and EC 729. 
This course covers major advances in 
microeconometrics. The course will present de- 
velopments in estimating models with limited 
dependent variables, random and fixed effects 
models and duration models. Peter Gottschalk 

EC 831 Topics in Econometrics 

Selected topics in advanced econometric theory 
and methods. Not offered 1992-93 

The Department 

EC 853 Industrial Organization I (F: 3) 

Introduction to modern Industrial Organization 
theory. Topics will include, as time permits, the 
game theoretic approach to oligopoly theory, 
theories of barriers to entry, predatory pricing, 
R&D competition and applications to trade 
theory. Stephen Polasky 

EC 854 Industrial Organization II (S: 3) 

Economic analysis of antitrust and regulatory 
policies. Review of modern antitrust policy in- 
cluding a study of major cases and the economics 
literature commenting on antitrust policy; analy- 
sis of the genesis of regulation, peak-load pricing, 
optimal departures from marginal cost pricing, 
automatic adjustment clauses, and the empirical 
evidence regarding regulation-induced inefficien- 
cies; investigation of the special problems of regu- 
latory reform and deregulation in particular in- 
dustries. Frank M. Go/lop 

EC 861 Monetary Economics I (F: 3) 

This course will examine the standard issues in 
advanced macroeconomics and monetary theory, 
placing particular emphasis on the role of inside 
money (credit) and the crucial role of information 
in the functioning of modern economies. Topics 
to be covered include the role of national debt and 
intergenerational allocation, inflation finance and 
optimal seignoirage, sunspot theory, and the ef- 
fect of information partitions on economic effi- 
ciency. E. Scott Mayfield 

EC 862 Monetary Economics II (S: 3) 

This course considers various topics in monetary 
theory and policy with a particular emphasis on 
empirical applications. Included among the top- 
ics covered are money demand, the term struc- 
ture of interest rates, asset pricing models, 
macroeconomic aspects of public finance, and 
models of unemployment and inflation. 

Robert Murphy 
Joe Peck 



26 • Graduate Arts and Sciences • Education 



EC 865 Public Sector Economics I (S: 3) 

This course covers most of the traditional topics 
in this subject: welfare economics, market failure 
and rationales for government intervention, the 
theory of tax policy and tax structure, the positive 
effects of taxation on labor supply, on intertem- 
poral decisions, and on risk-taking, tax incidence, 
taxation and growth, and normative, second-best 
tax and public expenditure theory, including cost- 
benefit analysis and public enterprise pricing. 

Richard Tresch 

EC 866 Public Sector Economics II 

This course emphasizes problems of collective de- 
cision-making under complete and incomplete in- 
formation. Topics include Arrow's Impossibility 
Theorem, the "new" political economy, an intro- 
duction to mechanism design with special empha- 
sis on demand-revealing mechanisms for public 
goods, voluntary provision of public goods, and 
the regulation of externalities. 
Not offered 1 992-93 Richard Anion 

EC 871 Theory of International Trade (S: 3) 

Emphasis on the structure of general equilibrium, 
welfare and commercial policy propositions, and 
the foundations of comparative advantage. The 
course also covers imperfect competition and 
uncertainty. James E. Anderson 

EC 872 International Finance (F: 3) 

Analysis of macroeconomic adjustment in open 
economies, with attention to foreign exchange 
markets, balance of payments, and the interna- 
tional monetary system. Robert G. Murphy 

EC 885 Analysis of Labor Markets 

A comprehensive microeconomic approach to 
wage theory and the theory of labor markets fo- 
cusing on labor supply, household production, 
marginal productivity, human capital, search dis- 
crimination, and dual labor market theories. 



Heavy emphasis on specification and estimation 
of empirical models. Not offered 1992-93 

Peter Gottschalk 

EC 886 Current Topics in Labor Economics (F: 3) 

This course covers topics of current interest in 
labor economics. Examples include analysis of 
life-cycle consumer behavior estimation tech- 
niques applied to survey microdata, minimum 
wage legislation, agency problems, informational 
economics and intergenerational transfers. Both 
theoretical and empirical issues are investigated. 

Donald Cox 

EC 893 Urban Economics I (S: 3) 

This course covers basic urban economic 
theory — spatial economics, housing, transporta- 
tion, and local public finance. Richard Arnott 

Marvin Kraus 

EC 894 Urban Economics II 

This course covers a selection of more advanced 
topics in urban economic theory — agglomeration, 
systems of cities, non-monocentric cities, non- 
competitive models of housing, transportation 
and the theory of the second-best, and the eco- 
nomics of downtown parking. 
Not offered 1992-93 Richard Arnott 

EC 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register for 
doctoral continuation during each semester of 
their candidacy whether or not they remain in 
residence. This registration entitles them to use 
university facilities (library, computing facilities, 
etc.) and the privilege of auditing informally 
(without record in the graduate office) courses 
which they and their advisors deem helpful. Tu- 
ition must be paid for courses formally audited or 
taken for credit. 



D 



U C A T I O N 



FACULTY 

John R. Eichorn, Professor Emeritus; B.S., Salem 
State Teachers College; M.Ed., E.Ed., Boston 
University 

Francis J. Kelly, Professor Emeritus; A.B., Boston 
College; A.M., Columbia University; D.Ed., 
I larvard University 

Mary T. Kinnane, Professor Emeritus; A.B., 
1 1. Dip. Ed., Liverpool University; A.M., Univer- 
sity of Kansas; Ph.D., Boston College 

Lester E. Przewlocki, Professor Emeritus; A.B., 
MX. A., DePaul University; Ph.D., University of 
Chicago 

Irving Wurw'itz, Associate Professor Emeritus; A. B.; 
Ph.D., Clark University 

Raymond J. Martin, Associate Professor Emeritus; 
A.B., Iowa State Teachers College; M.A., Ph.D., 
State University of Iowa 

Fred John Pula, Associate Professor Emeritus; A.E., 

M.B.A., \l.Kd., University of Massachusetts; 
F.d.D., Boston University 



Peter W. Airasian, Professor; A.B., Harvard Uni- 
versity; A.M., Ph.D., University of Chicago 

Albert Beaton, Professor; B.S., State Teacher's 
College at Boston; M.Ed., Ed.D., Harvard Uni- 
versity 

Mary M. Brabeck, Professor; B.A., University of 
Minnesota; M.S., St. Cloud State University; 
Ph.D., University of Minnesota 

M. Beth Casey, Professor; A.B., University of 
Michigan; A.M., Ph.D., Brown University 

John S. Dacey, Professor; A.B., Harpur College; 
M.Ed., Ph.D., Cornell University 

William K. Kiipatrick, Professor; B.S., Holy Cross 
College; A.M., Harvard University; Ph.D., Purdue 
University 

George T. Ladd, Professor; B.S., State University 
College at Oswego, Xew York; M.A.T., D.Ed., 
Indiana University 



George F. Madaus, Boisi Professor; B.S., College 
of the Holy Cross; M.Ed., State College of 
Worcester; D.Ed., Boston College 

Vincent C. Nuccio, Professor; A.B., Boston Col- 
lege; M.E., D.Ed., Cornell University 

Ronald L. Nuttall, Professor; A.B., A.M., Ph.D., 
Harvard University 

Diana C. Pullin, Professor and Dean; B.A., Grinnell 
College; M.A., J.D, Ph.D., The University of 
Iowa 

John Savage, Professor; A.B., Iona College; Ed.D., 
Boston University 

John F. Traversjr., Professor; B.S., M.Ed., Ph.D., 
Boston College 

Lillian Buckley, Associate Professor; B.S., 
Framingham State College; Ed.M., Ed. D., Bos- 
ton University 

Mary D. Griffin, Associate Professor; B.A., 
Mundelein; M.A., Ph.D., University of Chicago 

Walter M. Haney, Associate Professor; B.S., Michi- 
gan State University; Ed.M., Ed.D., Harvard 
University 

Richard M. Jackson, Associate Professor; A.B., 
American International College; Ed.M., Harvard 
University; Ed.D., Columbia University 

John A. Jensen, Associate Professor; A.B., Cornell 
University; A.M., Ed.D., University of Rochester 

Joan C. Jones, Associate Professor; B.S., North- 
west Missouri State Teachers College; M.Ed., 
University of Missouri; Ed.D., Boston University 

John B. Junkala, Associate Professor; B.S., State 
College of Fitchburg; M.Ed., Boston University; 
D.Ed., Syracuse University 

Larry Ludlow, Associate Professor; B.A., M.A., 
California State University; Ph.D., University of 
Chicago 

Lea McGee, Associate Professor; B.S., Miami Uni- 
versity; M.A., Old Dominion University; Ed.D., 
Virginia Tech 

Jean Mooney, Associate Professor; A.B., Smith 
College; A.M., Stanford University; Ph.D., Bos- 
ton College 

Bernard A. O'Brien, Associate Professor; A.B., 
Boston College; A.M., Ph.D., Catholic Univer- 
sity of America 

Alec F. Peck, Associate Professor; B.A., University 
of San Francisco; M.S., Ph.D., Pennsylvania State 
University 

Joseph J. Pedulla, Associate Professor; B.S., Tufts 
University; M.S., Northeastern University; Ph.D., 
Boston College 

Michael Schiro, Associate Professor; B.S., Tufts 
University; M.A.T., D.Ed., Harvard University 

Charles F.Smith, Jr., Associate Professor; B.S.Ed., 
Bowling Green State University; M.S., Kent State 
University; C.A.S., Harvard University; Ed.D., 
Michigan State University 

Edward B. Smith, Associate Professor; A.B., M.A., 
Loyola University; Ph.D., University of Chicago 

Mary Walsh, Associate Professor; B.A., Catholic 
University; M.A., Ph.D., Clark University 



Graduate Arts and Sciences • Education • 27 



Kenneth W. Wegner, Associate Professor; B.S., 
M.Ed., Ed.D., University of Kansas 

Philip DiMattia, Adjunct Associate Professor; B.S., 
M.Ed., Ph.D., Boston College 

Karen Arnold, Assistant Professor; B.A., B.Mus., 
Oberlin College; M.A., Ph.D., University of Illi- 
nois 

Thomas Bidet], Assistant Professor; B.A., M.A., 
University of New Mexico; Ed.D, Harvard Uni- 
versity 

Martha Bronson, Assistant Professor; B.A., Bos- 
ton University; Ed.M., Ed.D., Harvard Univer- 
sity 

Sandra L. Crump, Assistant Professor; B.A., 
Northeasten University; M.Ed., Ph.D., Boston 
College 

KilburnE. Culley, Assistant Professor; A.B., Tufts 
University; Ed.M., Boston University; Ph.D., 
Boston College 

Ralph Edwards, Assistant Professor; B.A., City 
College of New York; M.A., Bank Street College; 
Ed.D., Harvard University 

Terrie Epstein, Assistant Professor; B.A., M.A., 
Brandeis University; Ed.M., Ed.D., Harvard 
University 

Penny Hauser-Cram, Assistant Professor; B.S., 
Denison University; M.A., Tufts University; 
Ed.D., Harvard University 

Maureen E. Kenny, Assistant Professor; B.A., 
Brown University; Ph.D., University of Pennsyl- 
vania 

James R. Mahalik, Assistant Professor; B.A., M.A., 
Ph.D., University of Maryland 

Donna Moilanen, Assistant Professor; B.S., Uni- 
versity of Massachusetts; M.A., Assumption; 
Ph.D., SUNY at Albany 

JosephM. O'Keefe, S.J., Assistant Professor; B.A., 
College of the Holy Cross; M.A., Fordham Uni- 
versity; M.Div., STL, Weston School of Theol- 
ogy; M.Ed., Ed.D., Harvard University 

Theresa Powell, Assistant Professor; Diploma, 
Posse School of Physical Education; B.S., Ed.D., 
Boston University 

Ted I.K Youn, Assistant Professor; B.A., Denison 
University; M.A., M.Phil., Ph.D., Yale Univer- 
sity 

txfcXsbo 

PROGRAM DESCRIPTION 
Department Policies and Procedures 
Admission 

Application Procedure for Degree Programs 

Please refer to the University section and to the 
Graduate School of Arts and Sciences section of 
this Catalog for complete information regarding 
admissions and financial aid. 

Information and materials about graduate 
programs may be obtained from the Graduate 
Admissions Office in Education. All application 
materials, however, must be submitted to the 
Graduate School of Arts and Sciences, Admissions 
Office, McGuinn Hall, Room 221, Boston Col- 



lege, Chestnut Hill, MA 02 167. Applications are 
forwarded by the Graduate School to the Depart- 
ment of Education for review. The Department 
notifies accepted students of advisors, procedures, 
and necessary information regarding the program 
of study. Official notification of acceptance is sent 
by the Director of Admissions and Financial Aid 
in the Graduate School of Arts and Sciences. 
Upon acceptance, students are required to make 
a non-refundable deposit of $100 which is cred- 
ited toward their first semester of tuition. 

A completed application consists of: 

• Application Forms 1 and 2 

• Resume 

• Statement of Future Goals: The statement 
should be submitted in the form of an essay which 
communicates both academic and professional 
goals. The length of the essay is determined by the 
applicant but is usually two to three pages. 

• Letters of Recommendation: Two letters are 
required for Master's programs. Three letters are 
required for doctoral programs. At least two of the 
letters of recommendation should be academic. 
Professional recommendations are often 
appropriate, especially for applicants to doctoral 
programs, and may be submitted in addition to, 
but not in lieu of, the academic references. The 
doctoral program in Counseling Psychology 
requires that at least one letter of recommendation 
be written by a clinical supervisor. 

• Official College Transcripts: Please note that 
transcripts issued to the student, even though 
stamped by the registrar, are not considered 
official. Transcripts must be submitted in sealed 
envelopes with the registrar's stamp affixed to the 
seal of the envelope. 

• Test Scores: (MAT scores are reported to our 
office 2 to 3 weeks after the exam is taken; GRE's 
are reported in 4 to 6 weeks.) 

Master's: The Master of Arts in Counseling Psy- 
chology and the Master of Science in Teaching 
Mathematics require GRE scores. All other 
Master's programs accept either the GRE or 
Miller Analogy Test. 

Doctoral: The Ph.D. program in Counseling 
Psychology requires the GRE score (quantitative, 
verbal and analytic) only. The subject test is not 
required. All other doctoral programs require both 
the GRE and MAT scores. 

Deferral of Admission 

Admission may be deferred for up to one year. In 
order to qualify for deferral, the student must 
notify the following two offices in writing: 

Graduate Admissions Office 
Department of Education 
Campion Hall, Room 102 
Boston College 
Chestnut Hill, MA 02 167 

Graduate School of Arts and Sciences 
McGuinn Hall, Room 221 
Boston College 
Chestnut Hill, MA 02167 

Prior to the semester in which the student ma- 
triculates, a letter must be sent to the Graduate 
Admissions Office in Education indicating the 
intent to matriculate. A copy of the letter and a 
non-refundable deposit of $100 to be credited 
toward the first semester of study must be sent to 



the Graduate School of Arts and Sciences. If the 
student intends to matriculate in the fall semes- 
ter, the letter and deposit are due by April 1 . If 
matriculation will take place in the spring semes- 
ter, the letter and deposit are due by November 
1. 

Because of the great volume of applications 
received each year by the Department of Educa- 
tion, there can be no assurances of deferred ad- 
mission unless the above procedure is followed. 

Time Guidelines for Filing Applications 

In the Department of Education, some programs 
admit students on a rolling admissions basis. 
Many programs, however, have fixed deadlines. 
Please consult the following guidelines to deter- 
mine the dates associated with the program to 
which you will apply. 

Programs in Counseling, Developmental 
Psychology and Research Methods 

Applicants to the doctoral program in Counsel- 
ing Psychology must complete applications by 
January 1 for fall admission. 

Applicants to the Master's program in Coun- 
seling Psychology must complete applications by 
February 1 for fall admission. 

Applicants to the doctoral programs in Devel- 
opmental and Educational Psychology and Edu- 
cational Research, Measurement and Evaluation 
must complete applications by November 15 for 
spring admission and March 1 5 for fall admission. 

Doctoral Programs in Curriculum, 
Administration, and Special Education 

Applicants to doctoral programs in the Depart- 
ment of Curriculum, Administration, and Special 
Education must complete applications by No- 
vember 1 5 for spring admission and by March 1 5 
for fall admission. The committee reviews doc- 
toral applications to programs in this department 
in December and March, respectively. These pro- 
grams include Higher Education Administration, 
School Administration and Curriculum and In- 
struction. 

All Other Programs 

Applicants to all other programs in Education are 
considered on a rolling admissions basis and are 
asked to complete applications by November 15 
if they wish to be considered for spring admission 
and by April 1 5 if they wish to be considered for 
fall admission. This will assure a timely review and 
notification. Applications will be accepted and re- 
viewed after these dates, but cannot be assured a deci- 
sion prior to the start of the semester of desired entry. 

Special Students (non-degree status) 

Students who hold a baccalaureate degree and 
wish to take graduate-level courses in Education 
outside of a degree program may do so as a spe- 
cial student in the Department of Education. This 
is a non-degree status involving no determination 
about subsequent admittance to our degree pro- 
grams, but it is often used as a means of explor- 
ing an interest in a given area. 

Application Procedure for Special Students 

A formal Special Student application, including 
official academic transcripts, must be completed 
prior to registration for classes. After you have 
submitted your application "to the Graduate 
School of Arts and Sciences, McGuinn Hall, 
Room 221, please request that an official copy of 



28 • Gr\i)l \if Arts v\i> Sciences • Education 



your undergraduate/graduate transcript be mailed 
directly from vour college or university to the 
Graduate School of Arts and Sciences. The tran- 
script must be received by the Graduate School 
by the first day of classes. Registration will not be 
permitted if the application is not complete. 
Please consult the Academic Calendar in the back 
of this Catalog to determine when classes begin. 

Although there is no limit on the number of 
courses a special student may take outside of a 
degree program, no more than four (4) of these 
courses, if appropriate, may be applied toward 
into a degree program in the Department of Edu- 
cation. Courses taken as a special student are 
transferable only after official acceptance into a 
degree program, and with the consent of an ad- 
visor. 

If you are interested in applying to a degree 
program (after taking courses as a special student), 
please contact the Department of Education 
Graduate Admissions Office for necessary infor- 
mation and application materials. 

Registration Information and Course 
Restrictions for Special Students 

Please note that certain restrictions apply to 
courses available to special students. Coursework 
associated with teacher certification (methods 
courses and practicum coursework) are reserved 
for degree students in teacher preparation pro- 
grams. If a student wishes to become certified, he 
or she must gain admittance to a Master's pro- 
gram in the desired area of certification. Other 
courses are restricted each semester due to the 
need to contain class size. Please come to the 
Graduate Admissions Office in the Department 
of Education prior to registration each semester 
to obtain a listing of restricted courses. Please be 
advised that special student course registration 
forms must be signed by the Graduate Admissions 
Officer in Education. Unsigned forms will not be 
processed by the Registrar. 

Financial Aid 

For a full description of available financial aid, 
please refer to the University section and to in- 
formation in the Graduate School of Arts and 
Sciences section of this Catalog. Funds available 
to the Department of Education through the 
(iraduate School include fellowships, assistant- 
ships, and tuition scholarships, including a 
Teacher Education Award for Minorities 
(TF.AM). The TEAM award is a tuition remis- 
sion scholarship available for a select group of 
highly qualified people of color who are pursu- 
ing a career in teaching through part- or full-time 
study. For further information, please contact the 
Admissions Office in the Department of Educa- 
tion or the (iraduate School of Arts and Sciences. 
Applications mailed from the (iraduate Ad- 
missions Office in Education include a special 
application for departmental assistantships. This 
application is returned with the admissions appli- 
cation and is kept with the file as it passes through 
the review process. If a favorable recommenda- 
tion for admission is granted, the assistantship 
application is removed from the file and placed in 
a central holding file which is examined regularly 
by faculty and administrators who are seeking 
graduate assistants. You will be contacted for an 
interview if your application has been selected for 
consideration. 



Course Meeting Times 

With few exceptions, graduate courses in the 
Department of Education meet in the evening, in 
two time periods: 4:30 to 6:15 and 6:30 to 8:15. 

DEGREE PROGRAMS 

The Department of Education offers the M.Ed., 
M.A., M.A.T.-M.S.T, C.A.E.S., D.Ed., and 
Ph.D. degrees. Graduate programs serve a dual 
purpose: 1) research — preparing students in a re- 
search-based knowledge of education with spe- 
cialized competence in the evaluation of educa- 
tional innovations and in basic quantitative re- 
search methodology; 2) practice — preparing stu- 
dents to apply knowledge in history and philoso- 
phy, administration, counseling, developmental 
and educational psychology, curriculum and spe- 
cial education to practice in both academic and 
nonacademic settings. 

With the exception of Counseling Psychol- 
ogy, all Master's programs may be pursued on 
either a part-time or full-time basis, within a stat- 
ute of limitations of five years. A portion of the 
doctoral program may also be pursued part-time, 
providing that the year of residence is fulfilled and 
that the program is completed within eight years. 

The Department of Education is itself com- 
prised of two Departments: The Department of 
Counseling, Developmental Psychology and Re- 
search Methods (Mary Brabeck, Ph.D., Chair), 
and The Department of Curriculum, Administra- 
tion and Special Education (John Savage, Ed.D., 
Chair). 

Programs and Requirements 

Master of Education Degree 

The Master of Education is awarded in the areas 
of Early Childhood Teaching, Elementary 
Teaching, Secondary Teaching, Educational 
Research, Measurement, and Evaluation, Read- 
ing Specialization, Curriculum and Instruction, 
School Administration, and Special Education 
(Moderate Special Needs, Severe Special Needs, 
Educator of the Visually Handicapped, and 
Multihandicapped and Deaf/Blind Studies). Ar- 
eas of specialization are detailed within the pro- 
gram descriptions which appear below. 

Each student is required to pass a comprehen- 
sive examination upon conclusion of course work. 

All courses in the three hundred sequence 
(300-399) are open to both Master's students and 
advanced undergraduates. Courses in the three 
hundred sequence cannot normally be used to- 
ward the C.A.E.S. or doctorate. Courses listed at 
the 400 level or above carry either a "PY" or "PY/ 
ED" prefix. Courses listed "PY" are psychology 
courses in education. Courses listed as "ED" are 
education courses. Courses listed "PY/ED" may 
be taken as either psychology in education or 
education courses. 

Master of Arts in Teaching and Master of 
Science in Teaching Degrees 

The M.A.T./M.S.T. degree programs are de- 
signed for students who have graduated with a 
major or minor in liberal arts or sciences and who 
wish to prepare for teaching in the secondary 
school, for experienced teachers in secondary 
schools, and for recent college graduates already 
prepared to teach at the secondary level. 



Students may prepare in the following disci- 
plines: Biology, Chemistry, Geology (Earth Sci- 
ence), Physics, English, History, Mathematics, 
French, and Spanish. Programs are described 
under the Curriculum, Instruction, and Admin- 
istration section. 

Master of Arts Degree 

The Master of Arts degree is given in the areas of 
Counseling, Human Development and Educa- 
tional Psychology, Early Childhood, and Higher 
Education Administration. 

Certificate of Advanced Educational 
Specialization (C.A.E.S.) 

A Certificate of Advanced Educational Specializa- 
tion is available in selected areas of study, provid- 
ing students with opportunities to build on gradu- 
ate work. The C.A.E.S. involves a planned pro- 
gram of study consisting of 30 credit hours be- 
yond the Master's degree. Comprehensive exami- 
nations are required. Programs of study should be 
planned with appropriate program coordinators. 

Doctor of Philosophy Degree 

A formal doctoral program of study is defined as 
a minimum of 84 graduate course credits earned 
subsequent to receipt of the Bachelor's degree. 
Students possessing a Master's degree at the time 
of their admission to doctoral studies may be per- 
mitted to apply up to 30 graduate course credits 
toward this minimum of 84. No more than 6 ad- 
ditional graduate course credits earned prior to 
admission to a doctoral program may be trans- 
ferred. 

Upon admission to a doctoral program, the 
doctoral student will be assigned an academic 
advisor. 

The doctoral program of studies will be de- 
signed by the student in consultation with his or 
her advisor during the first semester of course- 
work. One year of full-time residence, defined as 
1 2 credit hours of coursework in each of two con- 
secutive semesters, is required. Doctoral students 
in Counseling Psychology are required to com- 
plete three years of full-time residency. A major 
field of concentration consisting of at least 30 
graduate course credits must be included in the 
program of studies. One or two minor fields of 
concentration may be included, at least 9-12 
graduate course credits being necessary to con- 
stitute a minor. Six credits of dissertation-related 
coursework are required (customarily Disserta- 
tion Division Seminar and Dissertation Direc- 
tion). 

Courses found under "Research Sequence" on 
the Doctoral Program of Studies Form list the 
specific departmental requirements. This form 
may be obtained in the office of the Associate 
Dean of the School of Education. The program 
of studies for counseling psychology students is 
available in the office of the Counseling Psychol- 
ogy Program. 

Upon matriculation, all doctoral students must 
obtain a copy and assume responsibility for the 
contents of the Doctoral Handbook, also available 
at the office of the Associate Dean of Education. 
The Handbook contains essential information 
regarding all procedures to be followed within the 
doctoral program. Counseling psychology stu- 
dents should also consult the program handbook 
available in the office of the Counseling Psychol- 
ogy Program. 



Graduate Arts avd Sciences • Education • 29 



Certification 

Many of the programs offered by the Department 
of Education have been designed to comply with 
current standards leading to professional certifi- 
cation in the state of Massachusetts. However, 
certification regulations in Massachusetts are 
changing effective October 1 , 1994, and students 
should plan programs carefully in light of these 
changes. Students should realize that certification 
is ultimately granted by the State Department of 
Education, and that the requirements for certifi- 
cation are subject to change by the state. Espe- 
cially in the cases of out-of-state students, it is the 
responsibility of the student to ascertain whether 
certification will be granted by a given state fol- 
lowing completion of a particular program. The 
Field Office can help with most teacher certifica- 
tion questions. 

It is the goal of the School of Education to 
successfully prepare for both receipt of a degree 
and state certification any qualified individual who 
strives to meet these objectives regardless of 
handicapping conditions. The University accepts 
the affirmative duty to take positive steps to train 
handicapped persons, and to assist them in career 
advancement. After an evaluation of a student's 
capacity to perform the essential teaching func- 
tions, the University will engage in any reason- 
able accommodation within its program that 
would allow a qualified student with a handicap- 
ping condition to complete the program success- 
fully and to obtain certification so long as such 
accommodation does not result in competencies 
required for both graduation and certification. 

Minor or Concentration in Educational 
Technology 

Where appropriate to the program of studies, a 
minor or concentration in Educational Technol- 
ogy may be developed. A sequence of courses in 
the educational applications of computers and the 
design and evaluation of instructional materials 
provides educators with a background in the use 
of existing and emerging educational technologies 
in schools and other academic settings. 

Programs in Counseling Psychology 

Programs in Counseling Psychology are housed 
under the Department of Counseling, Develop- 
mental Psychology and Research Methods. 

Programs in Counseling Psychology have as 
a mission the preparation of counselors at the 
Master's level and counseling psychologists at the 
Ph.D. level for competent professional function- 
ing in schools, universities and a variety of non- 
school health care delivery settings. The Ph.D. 
program has full accreditation from the Ameri- 
can Psychological Association. 

The primary focus of the multi-level program 
is on the facilitation of healthy functioning in cli- 
ents and a respect for individual and cultural dif- 
ferences. Competencies are developed in psycho- 
logical theories of personality and behavior, hu- 
man development, counseling strategies and ca- 
reer development. Theoretical concepts are inte- 
grated with supervised practice through field 
placements and varied instructional approaches. 

The two-year full-time Master's degree pro- 
gram prepares counselors for entry-level positions 
in agency and school settings. The thrust in these 
programs is essentially a pro-active one: working 
with basically healthy individuals to prevent seri- 



ous problems, together with developing an abil- 
ity to recognize problems and refer individuals 
with serious difficulties to appropriate facilities. 
The application deadline for all Master's pro- 
grams in Counseling Psychology is February 1 . 

The doctoral program in Counseling Psychol- 
ogy, through advanced coursework and super- 
vised internships, builds on prior graduate train- 
ing and professional experience to achieve the 
following competencies: ability to comprehend 
and critically analyze current literature in the 
field; understanding of major theoretical frame- 
works for counseling, personality and career de- 
velopment; skills to combine research and scien- 
tific inquiry; knowledge and practice of a variety 
of assessment techniques; respect for and knowl- 
edge of diverse client populations; ability to pro- 
vide supervision, consultation and out-reach; and 
demonstrated competencies with a variety of in- 
dividual and group counseling approaches in su- 
pervised internships. The doctoral program is 
designed to meet eligibility requirements for 
licensure as a psychologist, and to help develop a 
commitment on the part of the student to the 
ethical and legal standards of the profession in- 
cluding sensitivity to individual, gender and cul- 
tural differences. The application deadline for the 
doctoral program is January 1. 

Details of the available graduate programs in 
this area are provided in the descriptions which 
follow. 

Master of Arts in Counseling 

Coordinator: James Mahalik 
The Master of Arts degree in Counseling is a two- 
year full-time program designed for candidates 
who wish to work in agency or school settings. 
The first year of the M.A. program is devoted to 
course work. The second year includes a full-year 
half-time practicum placement and the comple- 
tion of remaining academic requirements. 

Prerequisites for enrollment in the Master of 
Arts program in Counseling consist of evidence 
of undergraduate preparation in personality 
theory, research methods and basic statistics, and 
developmental psychology. Students who have 
not met the prerequisites will be expected to 
choose appropriate electives in their Master's 
program to fulfill these requirements. 

Candidates will follow one of the tracks and 
options listed below. They follow professional 
standards recommended by the American Asso- 
ciation for Counseling and Development, the 
Interstate Certification Commission (I.C.C.), and 
the National Council for Accreditation of 
Teacher Education (NCATE). 

The tracks are differentiated in terms of 
whether the student desires to work with children 
or with adolescents and adults. The Options pro- 
vide preparation for working in an agency versus 
a school setting. The school setting options must 
be selected at the beginning of coursework, since 
the curriculum is specifically prescribed for cer- 
tification by the Massachusetts Department of 
Education. This program also provides the edu- 
cational requirements for certification in other 
states accepting I.C.C. and NCATE standards. 
Certification requirements are granted by the 
State Department of Education and are subject to 
change by the state. 



The tracks contain a common core of coun- 
seling courses, followed by two semesters of coun- 
seling practicum requiring a field placement of 
400 clock hours. Practicum usually requires two 
to three days per week during regular work hours. 
Students unable to meet this requirement should 
not apply to this program. For the school options, 
practicum placements must be in a comprehen- 
sive school system. There are no waivers or ex- 
ceptions to the above. 

1 . Master of Arts in Counseling Children 
and Adolescents Track 

Core Requirements: 

• PY 440 Principles and Techniques of 
Counseling 

• PY 443 Counseling and Group Process with 
Children 

• PY 444 Comparative Personality Theories 

• PY445 Clinical Child Psychology 

• PY 448 Career Development 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• PY 464 Intellectual Assessment 
Agency Option: 

• PY 648 Practicum in Counseling Children I 

• PY 748 Practicum In Counseling Children II 

• Plus three electives, which may be chosen from 
the areas of statistics; history of psychology; and 
the biological, cognitive, affective, and social bases 
of behavior. 

School Option: 

• PY 643 Practicum in School Counseling N-9 
(fall and spring semesters) 

• Plus three electives, which may be chosen from 
the areas of statistics; history of psychology; and 
the biological, cognitive, affective, and social bases 
of behavior. 

2. Master of Arts in Counseling Adolescents 
and Adults Track 

Core Requirements: 

• PY 440 Principles and Techniques of 
Counseling 

• PY 444 Comparative Personality Theories 

• PY 446 Counseling Theory and Process 

• PY 448 Career Development 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• PY 465 Group Psychological Tests 
Agency Option: 

• PY 549 Psychopathology or PY 544 Issues in 
Adolescent Psychopathology 

• PY 646 Practicum in Counseling Adolescents 
and Adults I 

• PY 746 Practicum in Counseling Adolescents 
and Adults II 

• Plus three electives, which may be chosen from 
the areas of statistics: history of psychology; and 
the biological, cognitive, affective, and social bases 
of behavior. 

School Option: 

• PY 644 Practicum in School Counseling 5-12 
(fall and spring semesters) 

• Plus three electives, which may be chosen from 
the areas of statistics; history of psychology; and 



30 • Graduate Arts and Sciences • Education 



the biological, cognitive, affecti%e and social bases 
of behavior. 

Doctoral Programs in Counseling 
Psychology (APA accredited) 

Director of Training: Mary Walsh 
Doctoral applicants are required to have a 
Master's degree in Counseling Psychology or a 
closely related field, with a completed core pro- 
gram commensurate to our Master's counseling 
sequence, including a minimum of 400 clock 
hours of supervised counseling practicum. The 
full-time, three-academic-year doctoral program 
(Ph.D.) in Counseling Psychology is accredited 
by the American Psychological Association and is 
designed to qualify candidates for membership in 
that organization and Division 17 (Counseling 
Psychology). The program provides the profes- 
sional pre-doctoral educational requirements for 
licensure as a counseling psychologist in the Com- 
monwealth of Massachusetts and for inclusion in 
the National Register of Health Care Providers. 
However, licensure requirements in Massachu- 
setts include an additional year of post-doctoral 
supervised experience. The deadline for com- 
pleted applications for fall admission in Counsel- 
ing Psychology 7 is January 1 of that year. Admis- 
sion decisions are made by April 15 

Admission to the doctoral program presumes 
the completion of requirements for the M.A. de- 
gree in Counseling. The entering doctoral stu- 
dent who has not completed all of the require- 
ments for the M.A. in Counseling, listed under the 
headings above, must complete them during the 
initial year of enrollment in the doctoral program. 
Decisions regarding this aspect of the student's 
coursework will be based on a review of the 
student's background by the assigned advisor. 

Once admitted, doctoral students are required 
to complete courses in each of the following broad 
areas which fulfill the basic professional training 
standards: Scientific and Professional Ethics and 
Standards, Research Design and Methodology, 
Statistical Methods, Psychological Measurement, 
History and Systems of Psychology, Biological 
Bases of Behavior, Cognitive-Affective Bases of 
Behavior, Social Bases of Behavior, Individual 
Differences, Professional Specialization 

Practicum and Internship 

During their first year, students should work with 
their advisors to complete a program of studies 
which must be filed both with Counseling Psy- 
chology and with the Associate Dean of Educa- 
tion. 

Departmental requirements for the Ph.D. also 
include passing computer-related competencies 
and doctoral comprehensive examinations at the 
end of coursework, the successful defense of a 
dissertation and completion of approved advanced 
practica and internship. The doctoral handbook 
is available in the Counseling, Developmental 
Psychology and Research Methods office. 

Programs in Developmental and 
Educational Psychology 

The theoretical orientation of the program in 
Developmental and F.ducational Psychology is 
life-span developmental psychology. The pro- 
grams are designed to develop expertise in theory, 
research and educational intervention with chil- 
dren, adolescents and adults. 



Three degrees are offered: a Master's program 
leading to an M.A. or M.Ed, degree in Develop- 
mental and Educational Psychology, with options 
in human development and educational psychol- 
ogy (M.A.), early childhood specialist (M.A.), and 
early childhood teacher (M.Ed.); a C.A.E.S. in any 
of these options; and the Ph.D. in Developmen- 
tal and Educational Psychology. 

Master's Program in Developmental and 
Educational Psychology 

Students in all master's options must take PY414 
Learning, Learning Theory, and Development 
and PY 41 6 Child Psychology as their core within 
the Program. 

1 . Human Development and Educational 
Psychology Option 

Coordinator: John Dacey 

This option focuses on the unique characteristics, 
crises, and developmental tasks of people at spe- 
cific periods in their lives. This includes the so- 
cial, affective, biological, and cognitive factors that 
affect development. The program is designed for 
those pursuing knowledge of theory and research 
in the area of life-span development and for those 
practitioners (counselors, nurses, personnel spe- 
cialists, teachers, social workers) seeking a greater 
understanding of the populations they serve. This 
option does not lead to a specific licensure or cer- 
tification. Those possessing a degree in this op- 
tion are employed in a number of developmen- 
tally oriented settings, e.g. residential care cen- 
ters, prisons and corrections centers, children's 
museums and parks, adult and industrial educa- 
tional facilities, governmental offices, and hospi- 
tals. They also are prepared to serve as educational 
instructors and/or consultants in these settings. 

Required Courses: 

• PY 414 Learning, Learning Theory, and 
Development 

• PY 415 The Psychology of Adolescence 
•PY 416 Child Psychology 

• PY 41 7 Adult Psychology 

• PY/ED 460 Interpretation and Evaluation of 
Research and one of the following: 

ED 402 Modern Educational Thought 

PY 549 Psychopathology 

PY 445 Clinical Child Psychology 

PY 544 Issues in Adolescent Psychopathology 

PY 61 1 Development and Learning in Infants 
and Preschoolers 

There are only 6 required courses (18 credits) for 
this option. The remaining 4 courses (12 credits) 
are electives and may be chosen from Education, 
Management, Counseling Psychology, Psychol- 
ogy, Social Work or Philosophy. The program is 
designed to maintain maximum flexibility to suit 
individual needs. Students work closely with a 
faculty advisor to design their programs. 

2. Early Childhood Specialist Option 

Coordinator: Beth Casey 

The Early Childhood Specialist option prepares 
students as early childhood specialists within a 
variety of fields which involve working with young 
children. The required courses are designed to 
provide a strong conceptual understanding of 
developmental issues in general as well as a spe- 



cific concentration on young children. In addition 
students may select electives to develop their own 
particular focus. Students who are interested in 
working with children in day-care centers and 
nursery schools should select at least two meth- 
ods courses as part of their program (ED 316, 430, 
520, or 52 1). A careful combination of courses and 
field experience can prepare graduates for a vari- 
ety of positions, such as teacher of preschool, di- 
rector of day-care and early intervention pro- 
grams, or member of multi-discipline teams in 
research, government and hospital settings. The 
Early Childhood Program sponsors a demonstra- 
tion Piagetian-based preschool which is available 
to students for field experiences. This program 
does not lead to certification. Those interested in 
certification should choose the Early Childhood 
Teacher option. 

Required Courses: 

• ED 3 10 Family, School and Community 
Relations 

• ED 413 Early Childhood Models and Issues 

• PY 414 Learning, Learning Theory, and 
Development 

• PY 416 Child Psychology 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• PY 61 1 Development and Learning in Infants 
and Preschoolers 

• Students may select at least four of the 
following electives: 

ED 316 Seminar and Methods in Early 
Education 

ED 389 Assessment of Children with Low 
Incidence Handicaps 

ED 430 Exploring Science and Social Studies: 
Early Childhood and Elementary Methods 

ED 494 Language Acquisition 

ED 520 Elementary and Early Childhood 
Mathematics Methods 

PY 567 Assessment of Preschool Children 

3. The Early Childhood Teacher Option 
(Certification): (Kindergarten to Grade 3) 

Coordinator: Beth Casey 

The Early Childhood Teacher option is appro- 
priate for those students without elementary 
school certification who wish to be prepared to 
teach normal and mildly handicapped children in 
regular settings, pre-kindergarten through third 
grade. Students who wish to be prepared for 
teaching children in first through sixth grade 
should select the elementary education program. 
Students are advised that certification require- 
ments are granted by the State Department of 
Education and are subject to change by the state. 
All students are required to complete a total 
of 38 credits. These courses include foundation 
courses (PY 414, PY 416, PY 61 1), a special edu- 
cation course dealing with children with special 
needs (ED 485), methods courses (ED 316, ED 
413, ED 430, ED 520, ED 521), two field-based 
prepractica (ED 429), 6 credits of student teach- 
ing (ED 419), and a course on family-school re- 
lations (ED 310). Below are listed the titles of 
these required courses: 

• ED 310 Family, School, and Community 
Relations 



Graduate Arts and Sciences • Education • 31 



• ED 3 16 Seminar and Methods in Early 
Education 

• ED 413 Early Childhood Models and Issues 

• PY 414 Learning, Learning Theory, and 
Development 

•PY 416 Child Psychology 

• ED 419 Student Teaching — Early Childhood 
(6 credits) 

• ED 429* Graduate Field Lab (2 credits) 

• ED 430 Exploring Science and Social Studies: 
Early Childhood and Elementary Methods 

• ED 520 Elementary and Early Childhood 
Mathematics Methods 

• ED 521 Developmental Reading Instruction 

• ED 580 Teaching the Special Needs Child in 
the Regular Classroom 

• PY 61 1 Development and Learning in Infants 
and Preschoolers 

*Note: For the practica, students may take their 
field placement at the preschool through third 
grade levels. At least 3 methods courses must be 
taken in conjunction with the field-based 
prepracticum. 

Ph.D. Program in Developmental and 
Educational Psychology 

The doctoral program in Developmental and 
Educational Psychology educates both research- 
ers and practitioners. The program faculty are 
committed to promoting students' understanding 
of the processes involved in cognitive and affec- 
tive development. A primary focus of the program 
content is the origin and nature of diversity in 
gender, race, ethnicity and physical and mental 
challenges. Individual development is examined 
in relation to social factors and the interaction of 
biological and environmental factors. Educational 
and human service applications are emphasized, 
and work with diverse populations in underserved 
communities is a major focus. The faculty bring 
four areas of specialization to these central 
themes: 1) early childhood with a focus on the 
development of social competency and critical 
thinking skills, 2) cognitive psychology, with a 
focus on learning styles, creativity, and 
neuropsychological applications, 3) ethical deci- 
sion making and values and character formation, 
and 4) the social context of development, focus- 
ing on the interdependence of individuals, peers, 
family, community, and culture. The range of 
careers available to Developmental and Educa- 
tional Psychology graduates with a Ph.D. includes 
university teaching, research, consultation and 
positions in business, governmental agencies, and 
human service organizations. 

The curriculum requires that students take 
courses in development across the lifespan. In 
addition students develop expertise in the follow- 
ing areas: Social, affective and cognitive develop- 
ment, Individual differences, Cognition and 
Learning, Cultural context of development, Re- 
search Methods, and Statistics 

Courses that satisfy these requirements are 
listed in the doctoral handbook for Developmen- 
tal and Educational Psychology available in the 
Counseling, Developmental Psychology and Re- 
search Methods office. 



Programs in Educational Research, 
Measurement and Evaluation 

Coordinator: Peter W. Airasian 
Programs in Educational Research, Measurement 
and Evaluation are housed in the Department of 
Counseling, Developmental Psychology and Re- 
search Methods. 

The program in Educational Research, Mea- 
surement and Evaluation is designed to prepare 
researchers with specialized competence in test- 
ing, assessment, the evaluation of educational 
programs and in basic quantitative research meth- 
odology for the social sciences and human ser- 
vices. Graduates of the program are qualified for 
academic positions in university departments of 
education and social sciences. They are also quali- 
fied for research positions in universities, foun- 
dations, local education agencies, state and re- 
gional educational organizations, and in research 
and development centers. 

M.Ed. Program 

A minimum of 30 semester hours and satisfactory 
performance on a comprehensive examination are 
required for the M.Ed, degree. 

Core requirements: 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• PY/ED 468 Statistics I 

• PY/ED 469 Intermediate Statistics 

• At least three of the following should be taken: 

ED 462 Construction of Achievement Tests 
ED 466 Models of Curriculum and Program 
Evaluation 

ED 467 Practical Aspects of Curriculum and 
Program Evaluation 

PY/ED 560 Issues in Testing 

PY/ED 561 Evaluation and Public Policy 

PY/ED 565 Quantitative Data Collection 
Procedures 

• The M.Ed, student will also generally take at 
least one course in Developmental and Educa- 
tional Psychology and one in Philosophy or His- 
tory of Education. 

Ph.D. Program 

This program prepares researchers with special- 
ized competence in testing, assessment, the evalu- 
ation of educational innovations and in basic 
quantitative social science research methodology. 
A minimum of 54 credits beyond the M.Ed, is re- 
quired. Emphasis is on the application of research 
design and statistical methods in making measure- 
ments and drawing inferences about educational 
and social science problems, with special attention 
given to methods of testing, assessment, data col- 
lection and analysis of data. Training and experi- 
ence is provided in the use of computers in sta- 
tistical analysis. However, since the important 
issues in these areas require more than technical 
solutions, the program also attends to non-tech- 
nical social, ethical, and legal issues. Knowledge 
of a computer language is gained by all students. 
Students are expected to develop a basic un- 
derstanding of modern techniques of test con- 
struction and evaluation, design of research and 
experiments, univariate and multivariate statisti- 
cal analysis of data, and psychometric theory. 



Care is taken to design programs of study and 
experience according to the individual student's 
needs, interests and goals. 

Students may have a minor in Developmen- 
tal and Educational Psychology; Special Educa- 
tion; Computer Science and Management; Edu- 
cational Administration; or other areas. 
Requirements 

In addition to the courses required for the M.Ed, 
in Educational Research, Measurement and 
Evaluation, the following core courses will nor- 
mally be included in each program: 

• PY/ED 664 Design of Experiments 

• PY/ED 667 Introduction to Multivariate 
Statistical Analysis 

• PY/ED 668 Topics in Multivariate Statistical 
Analysis 

• PY/ED 669 Psychometric Theory 

• PY/ED 829 Design of Research 

• PY/ED 851 Qualitative Research 
Methodologies 

• PY/ED 860 Survey Methods in Social and 
Educational Research 

• PY/ED 861 Construction of Attitude and 
Opinion Questionnaires 

• ED 960 Seminar in Educational Research, 
Testing, and Measurement 

An internship in Educational Research may be 
included in a student's program; this consists of a 
half-time assignment to a school system, social 
agency, or on-campus research or evaluation 
agency involved in curriculum experimentation, 
change, evaluation or social science research. 
Supervision of the internship is provided by pro- 
fessors of Educational Research. 

Programs in Curriculum, Instruction 
and Administration 

Programs in Curriculum, Instruction and Admin- 
istration are housed in the Department of Cur- 
riculum, Administration and Special Education. 

Programs in Curriculum, Instruction, and 
Administration prepare educational leaders for 
instructional and administrative roles in public 
and private schools, colleges, universities and re- 
lated organizations. The intent is to provide a 
blend of scholarship, disciplined inquiry and pro- 
fessional experiences that will develop sound un- 
derstandings, practical skills, ethical values and 
social responsibilities required of competent edu- 
cators. 

The Department of Education offers three 
different levels of graduate degrees in this area: 
Master's degrees (M.Ed., M.A.T., M.S.T., and 
M.A.); Certificates of Advanced Educational Spe- 
cialization (C.A.E.S.); and Doctoral degrees 
(Ph.D. or, for graduates of the Professional 
School Administrator Program, Ed.D.). Student 
programs are individualized under the guidance 
of an advisor, with special consideration given to 
each student's career goals and any certification 
requirements that might exist for the position for 
which the student is preparing. 

Details of the available graduate programs in 
this area are provided in the descriptions which 
follow. 



32 • Graduate Arts and Sciences • Education 



Areas of Concentration 

The programs and courses address two broad ar- 
eas of educational endeavor: 1 ) elementary and 
secondary schooling, and 2) higher education. 

1 . Elementary and Secondary Schooling: 

This area is designed for individuals interested in 
the education of children and adolescents in pub- 
lic and private elementary and secondary schools. 
Boston College has earned a distinguished repu- 
tation for preparing outstanding teachers and 
school administrators in the theoretical and prac- 
tical aspects of their fields. The Catholic School 
Leadership Program offers a special program for 
administrators .who desire to further their spiri- 
tual and professional growth. 

2. Higher Education: 

Students prepare for positions in colleges or uni- 
versities, junior or community colleges, technical 
institutes, and other post-secondary educational 
institutions. Future teachers and administrators 
in higher education choose this program as an 
opportunity to conduct research and to practice 
the skills necessary for expertise at that level. 

Certification 

Boston College offers certification programs at 
the Master's, C.A.E.S. and Doctoral levels. Stu- 
dents may enroll in courses leading to application 
for certification as a degree candidate or as a spe- 
cial student not enrolled in a degree program. In 
any case, students seeking certification should 
plan carefully in consultation with the specific 
program advisor to be sure that the appropriate 
courses are taken, since degree requirements and 
certification requirements may differ. Our pro- 
grams are approved by both I.C.C. and NCATE. 
Students are advised that certification require- 
ments are subject to change by the State. 

Certification regulations in Massachusetts are 
changing effective October 1, 1994. Students 
should plan programs carefully in light of these 
changes. 

Following is a list of certification areas and the 
faculty advisor lor each. 

Elementary Education: Maryalyce Gilfeatber 

Secondary School Education: Kilburn Culley 

Consulting Teacher of Reading: John F. Savage 

Supervisor/Director: Ralph Edwards 

School Principal: Ralph Edwards 

School Business Administrator: Vincent Nuccio 

Superintendent/ Asst. Supt.: J 'incent Nuccio 

It is the goal of the School of Education to suc- 
cessfully prepare for both receipt of a degree and 
state certification any qualified individual who 
strives to meet these objectives regardless of 
handicapping conditions. The University accepts 
the affirmative duty to take positive steps to train 
handicapped persons, and to assist them in career 
advancement. After an evaluation of a student's 
capacity to perform the essential teaching func- 
tions, the University will engage in any reason- 
able accommodation within its program that 
would allow a qualified student with a handicap- 
ping condition to complete the program success- 
fully and to obtain certification so long as such ac- 
commodation does not result in competencies re- 
quired for both graduation and certification. 



Professional Field Experience 

Field assignments are an essential part of the cur- 
riculum in certification programs and should be 
planned with the program coordinator early in the 
student's program. The Field Office arranges 
many program field components, while program 
faculty are involved in arranging others. Each field 
assignment must be applied for during the semes- 
ter preceding the one in which it is to occur. Ap- 
plication deadlines are November 30 for spring 
assignments and April 1 5 for fall assignments. All 
assignments must also be registered for during the 
Registrar's registration period. The Field Office 
cannot arrange placements for late applications. 

The facilities utilized by the Field Office for 
field assignments are located in Boston and neigh- 
boring areas. Students are responsible for provid- 
ing their own transportation to and from these 
facilities. In addition to the local field sites, a lim- 
ited number of field assignments in teaching are 
available in out-of-state and international settings, 
including Arizona (Indian reservation), Great 
Britain, Ireland, Switzerland, Spain, Germany, 
and France. 

The Field Office arranges field assignments 
only for students enrolled in teacher certification 
degree programs. 

DEGREE PROGRAMS 

Master's Degree Programs 

Three different Master's degrees are offered in 
the area of Curriculum, Instruction, and Admin- 
istration: M.Ed., M.A.T./M.S.T., and M.A. The 
Master of Education degree (M.Ed.) is offered 
with six areas of specialization: curriculum and in- 
struction, elementary teaching, secondary teach- 
ing, school administration and supervision, read- 
ing instruction, and Catholic School Leadership. 
The Master of Arts in Teaching (M.A.T.) and 
Master of Science in Teaching (M.S.T.) degrees 
are offered with specialities in secondary educa- 
tion. The Master of Arts degree (M.A.) is offered 
in the area of higher education, with concentra- 
tions in either administration or student develop- 
ment. Following is a description of each degree 
program. Some special programs are offered for 
practicing teachers and administrators. These 
programs meet at times convenient to those per- 
sons who hold full time jobs. Further program in- 
formation can be acquired by contacting the pro- 
gram advisors. 

Master of Education Degree 

Students studying for the Master of Education 
degree may specialize in six different areas. 

1 . Curriculum and Instruction Specialization 

Program Advisor: Michael Schiro 
The Master's degree program in Curriculum and 
Instruction consists of a minimum of 30 credit 
hours. Two basic courses are required: 

• ED 42 1 Instructional Theory 

• ED 578 Curriculum Theory (for beginning 
students) or ED 720 Curriculum Theory and 
Philosophy (for advanced students) 

The remaining courses are planned in consulta- 
tion with the advisor to meet each candidate's 
career goals and needs. Programs normally con- 
sist of course work and related experiences in is- 
sues in curriculum and instruction, program 



evaluation, and areas of academic specialization. 
Candidates have considerable flexibility in com- 
bining areas of study. 

These degree programs do not normally lead 
to certification. 

2. Elementary Teaching Specialization 

Program Advisor: Maiyalyce Gilfeather 
This 37-hour Master's degree program in El- 
ementary Education leads to certification as an 
elementary teacher (Massachusetts certification, 
level 2, grades 1-6). 

Students are advised that certification require- 
ments are set by the state and are scheduled to 
change in Massachusetts effective October !, 
1994. Prerequisite for this program is a college 
degree with a major or minor in one of the fol- 
lowing areas: English, social science, science, 
mathematics, the arts, or communication. The 
course of study for students normally includes: 

• ED 321 Language and the Language Arts 

• PY 414 Learning, Learning Theory and 
Development 

• PY 416 Child Psychology 

• ED 420 Practicum 

• ED 426 Music, Art and Movement 

• ED 429 Graduate Field Lab 

• ED 430 Exploring Science and Social Studies: 
Early Childhood and Elementary Methods 

• ED 520 Elementary Mathematics Methods 

• ED 521 Developmental Reading 

• ED 580 Teaching of the Special Needs Child 
in the Regular Classroom 

Elective courses are chosen with the approval of 
the Program Advisor. In the Graduate Field Lab, 
students spend one day a week working in an el- 
ementary classroom, under the joint supervision 
of a cooperating practitioner and a college super- 
visor. Substantially field-based courses related to 
this component are normally taken during the fall 
semester. 

The practicum (12 weeks of full-time teach- 
ing in the elementary classroom) is normally com- 
pleted during the spring semester. 

Special Education majors seeking elementary 
certification must make application and obtain 
approval for the elementary certification program 
from the Program Advisor. 

3. Secondary Teaching Specialization 

Program Advisor: Kilburn, Culley 
The M.Ed, program in secondary education may 
be pursued for certification or for advanced pro- 
fessional study. The certification program in- 
cludes a practicum (student teaching for a full 
semester), as well as all necessary pre-practicum 
preparation. The advanced program consists of 
ten courses. Courses in the advanced program are 
selected by the student and submitted for approval 
to the program advisor. 

4. School Administration and Supervision 
Specialization 

Program Advisor: Vincent Nuccio 
This specialization consists of a minimum of 
thirty (30) graduate credit hours which include 
seven required courses in Educational Adminis- 
tration and Supervision and three electives. 



Graduate Arts and Sciences • Kui < a i k >n 



33 



The seven courses are chosen, in consultation 
with one's academic advisor, from the following: 

• ED 450 Introduction to Educational 
Administration 

• ED 45 1 Personnel Administration 

• ED 452 School Finance 

• ED 453 The Elementary School Principalship 

• ED 454 The Junior High and Middle School 
Principalship 

• ED 455 The Secondary School Principalship 

• ED 456 Legal Aspects of Educational 
Administration 

• ED 458 Education and the Political Process 

• ED 459 Clinical Supervision 

• ED 523 Administrative Supervision 

• ED 578 Curriculum Theory 

The three elective courses are usually chosen from 
departmental offerings. If a student is seeking 
certification in one of the four approved school 
administrative areas, a Practicum in Educational 
Administration and Supervision (ED 750) maybe 
taken as an elective course. Certification require- 
ments are subject to change by the state and are 
scheduled to change in Massachusetts on Octo- 
ber 1, 1994. 

5. Reading Education Specialization 

Program Advisor: John F. Savage 
The Graduate Reading Program consists of a se- 
ries of courses and related practicum experiences 
designed to help classroom teachers and resource 
room specialists increase knowledge and develop 
competencies necessary to function as reading 
specialists. The Program is designed to enable 
candidates to meet Massachusetts certification 
standards for Consulting Teachers of Reading. 
The Program is also approved by the Interstate 
Certification Compact and NCATE, and it con- 
forms to the guidelines of the International Read- 
ing Association. Students are advised that certifi- 
cation requirements are set by the state and are 
scheduled to change effective October 1, 1994. 

The 3 1 credit-hour course of study normally 
includes: 

• ED 321 Language and the Language Arts 

• ED 323 Reading Instruction in the Middle 
and Secondary School 

•PY 416 Child Psychology 

• ED 429 Graduate Field Lab 

• ED 52 1 Developmental Reading Instruction 

• ED 523 Administrative Supervision 

• ED 579 Educational Assessment of Learning 
Problems 

• ED 72 1 Remedial Reading Techniques 

• ED 725 Reading Practicum or ED 726 
Reading Internship 

Admission requires certification as a classroom 
teacher and a minimum of one year teaching ex- 
perience in a position covered by that certificate. 

6. Catholic School Leadership Specialization 

Program Advisor: Clair Fitzgerald, S.S.N.D. 
The Catholic School Leadership Program 
(CSLP) has been designed in response to an ex- 
pressed need to assist Catholic school teachers and 
administrators in their unique role of bringing 
new vision to Catholic schools. The specialization 



focus is on futuristic planning grounded in the 
practical aspects of administration and enlivened 
by the hope of the Christian message. Courses in 
the CSLP are offered during a five-week summer 
semester (1 two-week session and 1 three-week 
session). Also offered are 2 or 3 academic year 
courses in the fall and spring semesters. 

Practicing or prospective administrators and 
interested teachers, lay or religious, may obtain a 
Master's Degree in Education (30 credits) or a 
Certificate of Advanced Educational Study (30 
credits beyond the Master's degree). This pro- 
gram does not lead to state certification. Students 
may study part-time or full-time and complete the 
degree or certificate in a minimum of three sum- 
mers. The program is tailored to meet the indi- 
vidual needs of the student. The program permits 
one to pursue advanced, in-depth study in the field 
of education while integrating it with such inter- 
ests as psychology, business management, theol- 
ogy, and educational technology. 

Selected courses offered through the Theol- 
ogy Department, the Institute of Religious Edu- 
cation and Pastoral Ministry and the School of 
Management may be taken with the approval of 
the advisor. 

For specific information regarding require- 
ments for the M.Ed, and C.A.E.S programs, 
please contact the Program Advisor. 

Master of Arts in Teaching and Master 
of Science in Teaching Degree 

Secondary Teaching Specialization 

Program Advisor: Kilbum Culley 
Programs have been designed for prospective sec- 
ondary school teachers leading to the Master of 
Arts in Teaching or Master of Science in Teach- 
ing degrees. These are interdisciplinary programs 
offered by the School of Education in conjunc- 
tion with the Arts and Sciences departments. The 
programs are designed for students who gradu- 
ated with a liberal arts or sciences major or mi- 
nor who wish to obtain certification. Students may 
prepare in the following disciplines: Biology, 
Chemistry, Geology (Earth Science), Physics, 
English, History, Mathematics, French, and 
Spanish. 

Students undertaking certification programs 
are advised that certification requirements are set 
by the state and are scheduled to change effective 
October 1, 1994. 

M.A.T. and M.S.T. programs combine gradu- 
ate study with supervised field work, leading to 
certification regulations in Massachusetts. Re- 
quirements for the program are 1 5 graduate cred- 
its in the teaching subject and up to 24 credits, 
depending on previous experience, in education, 
plus comprehensive exams in each area. Gener- 
ally, the education courses are: 

• ED 300-304 Secondary Subject Methods 
(core related to major) 

• ED 407 Secondary Curriculum and 
Instruction 

• ED 323 Reading Instruction in the Middle 
and Secondary School 

• PY415 Psychology of Adolescence 

• ED 428 Student Teaching or 

• ED 422 Secondary Internship 

• ED 429 Graduate Field Lab (2) 



• PY/ED 462 Construction of Achievement 
Tests 

• ED 472 Secondary School Lab and Seminar 

Approval of each student's program of study by 
his or her advisor is required during the first se- 
mester. Candidates may begin study in the sum- 
mer, in the fall, or in the spring, on either a full- 
or part-time basis. 

In response to the growing need for qualified 
mathematics and computer science teachers at the 
secondary school level, the Mathematics Depart- 
ment and the School of Education have designed 
a sequence of courses which leads to the M.S.T. 
degree and certification. The sequence is designed 
for those candidates who have an aptitude for 
mathematics but lack an undergraduate major in 
this field. The sequence of courses consists of 36 
credits in mathematics and 24 credits in educa- 
tion. The time required to complete the program 
will be determined by the candidate's quantitative 
training and experience in an educational setting. 
Applicants are encouraged to contact the second- 
ary program advisor for more information. 

Secondary Teaching Certification: 
Master of Arts or Science in Teaching 
Degree or the Master of Education 
Degree 

In choosing an academic route for certification in 
secondary teaching, students often inquire about 
the difference between certification through a 
Master of Education degree program (M.Ed.) and 
certification through a Master of Arts or Science 
Teaching degree (M.A.T./M.S.T). The choice of 
degree program is often determined by the 
amount of undergraduate coursework an indi- 
vidual has taken in the arts or sciences discipline 
he or she wishes to teach. 

State Certification Requirements for 
Secondary Teaching 

In addition to 15 credits of specific Education 
courses and 8 credits of practice teaching, Mas- 
sachusetts requires that applicants for secondary 
certification complete a total of 36 credit hours 
in the subject area (e.g., English, French, Math- 
ematics, Biology). Alternatively, a liberal arts 
graduate with a full undergraduate major in the 
arts or sciences (even if that major was less than 
36 credit hours) has met the Massachusetts sub- 
ject area requirement and does not need to take 
additional coursework in the discipline. Students 
who have not completed a full undergraduate 
major in arts and sciences are lacking in the sub- 
ject area requirement and must, therefore, take a 
sufficient number of courses in the teaching sub- 
ject to meet the 36 credit-hour requirement. 

The Master of Arts or Science in Teaching 
(M.A.T./M.S.T.) Degree 

The Master of Arts or Science in Teaching de- 
gree program is comprised of 1 5 credits in the Arts 
and Sciences discipline, 15 credits of Education 
coursework, and 8 credits of practicum experi- 
ence. If a student has 2 1 credits in the subject area 
prior to applying for a secondary teaching certi- 
fication Master's program, the M.A.T. or M.S.T. 
degree would be the appropriate choice. If a stu- 
dent has even fewer than 2 1 subject area credits, 
the choice of the M.A.T. or M.S.T. degree may 
also be appropriate; the student would not be 
ready to apply for certification until the full 36 



34 • Graduate Arts and Sciences • Education 



credits are acquired. These credits may be ac- 
quired as additional graduate courses in the 
A l.A.T./M.ST. program, or they may be acquired 
by taking additional undergraduate courses in the 
subject area. 

In some cases, a student who has sufficient 
credit hours in a subject area to qualify for certi- 
fication may wish to pursue graduate level course- 
work in the arts and sciences discipline. The 
M.AT./M.S.T. degree would be an appropriate 
choice in this situation also. 

The Master of Education (M.Ed.) Degree 

A Master of Education degree is comprised of 30 
credits of Education coursework (1 5 credits which 
are required for certification and 1 5 credits of 
Education electives) plus 8 credits of practicum 
experience. Students who have completed a full 
undergraduate major in the subject area they wish 
to teach are eligible to apply for the M.Ed, sec- 
ondary teaching certification Master's program. 
Because the student has fulfilled the Massachu- 
setts requirement of an undergraduate major or 
36 credit hours in the discipline, he or she is able 
to pursue a full graduate program in Education 
and build a stronger pedagogical base. 

Students often use the 1 5 credits of elective 
work to develop a concentration in such areas as 
educational technology, reading and 
literacy, or curriculum theory and design. 

Students who wish to take 2 graduate courses 
in the subject area 

may do so by using two of the Education electives. 
No more than two 

courses, however, may be taken outside of the De- 
partment of Education 
through the M.Ed, degree program. 

Students are advised to check changing certi- 
fication requirements in Massachusetts or in the 
state in which they intend to teach before start- 
ing their program. 

Master of Arts Degree 

Higher Education Specializations: 
Administration and Student Development 

Program Advisor: Mary Griffin 
A minimum of 30 semester hours of course work 
is required for the M.A. degree. These degree 
requirements may ordinarily be completed in 2 
semesters and a summer of full-time study. 

The purpose of the M.A. program is to pro- 
vide preparation in Higher Education for middle 
managers to be employed in the offices of college 
and university administrators as follows: the presi- 
dent, vice-president, and deans of academic and 
student affairs and in public administration situ- 
ations; the registrar, admissions, and financial aid; 
student development and residence life develop- 
ment, alumni, and public relations. The curricu- 
lum is designed to give the student professional 
preparation for positions in community and jun- 
ior colleges, universities, technical institutes and 
other post-secondary institutions. The objectives 
of the program are as follows: 

1 . To provide an understanding of the history and 
philosophy of institutions of higher learning, their 
values and goals. 

2. To understand the organization, structure and 
function of institutions of higher education and 
public institutions. 



3. To prepare students for a specific area in col- 
lege, university and public administration. 

4. To provide an understanding of student devel- 
opment and the application of theory to student 
life. 

5. To provide practical experience in an institu- 
tion of higher learning or public office associated 
with higher education. 

Required Courses: 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• ED 770 History and Theory of Higher 
Education 

• ED 771 Organization and Administration of 
Higher Education 

• ED 772 Student Personnel/Development 
Programs in Higher Education 

• PY 778 Theories in Student Personnel/ 
Development 

• ED 975, Internship in Higher Education, is re- 
quired for students who have had no experience 
in institutions of higher learning or who wish to 
explore alternative areas of specialization in 
higher education administration or student affairs. 
Candidates see their faculty advisors for place- 
ments. 

Electives are to be chosen from related areas, 
by advisement. Programs will be arranged on an 
individual basis by the program advisor. Care is 
taken to design programs of study and experience 
according to the individual student's needs, inter- 
ests and goals. 

Certificate of Advanced Educational 
Specialization in Curriculum, 
Instruction and Administration 

The C.A.E.S. is designed for currently practicing 
educators who already have a Master's degree and 
who do not plan to pursue a doctoral degree, but 
seek a higher degree of specialization or profes- 
sional certification in a particular field. 

Following are the general areas of specializa- 
tion and their respective advisors: 

• School Administration and Supervision 
Advisor: Vincent Nuccio 

• Curriculum and Instruction 
Advisor: Michael Schiro 

• Catholic School Leadership 
Advisor: Clare Fitzgerald, S.S.N.D. 

Doctoral Programs in Curriculum, 
Instruction and Administration 

The doctoral program in Curriculum, Instruction 
and Administration is designed for people seek- 
ing leadership roles within a variety of educational 
settings, such as schools, higher education, or 
other social organizations. The program offers 
candidates flexibility in selection of courses while 
providing them with the opportunity to develop 
strong leadership skills. 

The program offers two major areas of spe- 
cialization: administration and curriculum/in- 
struction. Within the area of administration, 
subspecialities are offered in the areas of school 
administration in both regular and special educa- 
tion and in higher education administration. Spe- 
cial programs for practicing teachers and admin- 
istrators who have full time job commitments are 
occasionally offered, as well as the program de- 
scribed herein. For information about special pro- 



grams, such as the Professional School Adminis- 
trator Program (PSAP), contact the program ad- 
visors. 

Within the area of curriculum and instruction, 
specialties are offered in both regular and special 
education. 

The programs contain four components: a 
core of basic required courses, an area of special- 
ization, a practicum or internship, and a disserta- 
tion. Requirements for each component are de- 
scribed below. 

Core 

The core covers three areas: Schooling, Human 
Resources Management, and Research/Evalua- 
tion. Because programs of study are individually 
planned according to each candidate's back- 
ground and goals, specific courses within these 
areas differ from program to program. Courses 
are selected in consultation with advisors. (See the 
course descriptions which follow.) 

The purpose of the Schooling Core is to assist 
doctoral students in learning how to articulate and 
effectively act upon curriculum and instruction 
issues, evaluate curriculum and instruction prac- 
tices, implement planned organizational and in- 
structional change, obtain financial and organi- 
zational support, and help others develop inno- 
vative ideas, practices and materials. Candidates 
take four courses in the Schooling Core: one in 
Curriculum Theory (ED 720, 578, or 873); one in 
Theories of Instruction (ED 421 or 773); one in 
Educational Change (ED 8 1 9 or ED 729); and one 
in Program Evaluation (ED 466, 467 or 561). 

The purpose of the Human Resources Manage- 
ment Core is to help students understand and 
manage human behavior. This includes enabling 
students to obtain an understanding of adminis- 
trative and supervisory roles, the ability to work 
with students in all aspects of student affairs, skills 
in supervising personnel, and an understanding of 
the legal, ethical and political ramifications of 
both organizational behavior and one's own be- 
havior within an organization. In Human Re- 
sources Management, candidates take a total of 
four courses, one in each of the following areas: Ad- 
ministration (ED 450, 755, 771, or 871); Person- 
nel/Supervision (ED 45 1, 459, 523, or 953); Policy/ 
Law/Ethics/or Politics (ED 456, 458, 878 or 956); 
and Human Development/Student Affairs (PY 440, 
ED 653, ED 772, PY 778, ED 872, or a psychol- 
ogy course). Specific course selection depends on 
each candidate's professional background and 
needs. 

The purpose of the Research Core is to provide 
candidates with the basic research skills needed 
to write a dissertation. In the area of Research Skills 
(statistical, historical, qualitative), the departmen- 
tal requirements must be fulfilled. This includes 
Statistics I and Intermediate Statistics (PY/ED 
468 and 469), one course in Research Design (PY/ 
ED 829), and two courses in dissertation prepa- 
ration (customarily PY/ED 986 Dissertation 
Seminar and PY/ED 988 Dissertation Direction). 

Specializations 

Candidates will be expected to develop an exper- 
tise in the area in which they intend to assume 
leadership responsibility. Acquisition of this ex- 
pertise shall include at least six additional courses 
in the area of specialization, to be arranged be- 



Graduate Arts and Sciences • Education • 35 



tween the candidate and his or her advisor, de- 
pending upon the candidate's performance, back- 
ground and career goals. The three broad areas 
of specialization which are addressed by the doc- 
toral program are described below. 

School Administration 

Admissions Advisor: Vincent Nuccio 
This specialty is for students who aspire to lead- 
ership roles in educational administration and 
supervision. Specialization is offered in the areas 
of Supervisor/Director, Principalship (N-6, 5-9, 
9-12), Superintendency and School Business 
Manager. Specializations also prepare students to 
work in administration and supervision positions 
in related areas such as business, government, 
social agencies and other educational agencies. 
Regular Administration and Special Education 
content areas are blended together to provide 
state of the art practices that are research based. 

Professional School Administrator Program 
(PSAP) 

Admissions Advisor: Vincent Nuccio 
The Professional School Administrator Program 
is a specifically designed doctoral program which 
leads to the Doctor of Education degree. Experi- 
enced school administrators selected for this pro- 
gram meet for five half-days in the first summer 
for a Pro-Seminar, and on the average of two full 
days per month during the fall and spring semes- 
ters plus eight days during the two summers over 
a three-year period, and spend additional time on 
campus for their research and individual confer- 
ences. Eight classes of PSAP students (PSAP I- 
VIII) have entered the program since 1973. 

All of the requirements of the Graduate 
School of Arts and Sciences and the Department 
of Education apply to this program including the 
application procedures. In using the regular ap- 
plication form, applicants are asked to write "Pro- 
fessional School Administrator Program" under 
area of concentration. A program brochure is 
available upon request at the Graduate Education 
Admissions Office, Department of Education, 
Campion Hall, Boston College, Chestnut Hill, 
MA 02167. 

Higher Education Administration 

Admissions Advisor: Mary Griffin 
This specialty is for people who are currently in, 
or who plan to assume administrative or student 
affairs positions in institutions of higher learning. 
This program includes the development of a 
sound theoretical and conceptual basis for under- 
standing the governance of colleges and univer- 
sities. This is achieved by analysis of practical 
problems, leading to the studies in policy devel- 
opment and implementation. Preparation for a 
wide range of administrative positions at various 
levels is offered, including middle management 
positions within the offices of: student personnel/ 
student development, president, vice president, 
and deans of academic and student affairs and in 
public administration; registrar, admissions, and 
financial aid; student development and residence 
life development, alumni and public relations. 

Curriculum and Instructional Leadership 

Admissions Advisor: Michael Scbiro 
This specialty is for people who are currently in, 
or who plan to assume, instructional leadership 
roles in schools, school systems, colleges, univer- 



sities, or other related instructional environments. 
Courses and related program experiences are 
planned to develop competencies necessary in the 
design, implementation, and evaluation of cur- 
riculum. There is a complementary emphasis on 
designing strategies for effective instruction. Stu- 
dents who are interested in working in schools or 
school systems can pursue programs that involve 
developing expertise in several areas of instruc- 
tion, such as reading, mathematics, computers and 
technology, and science, or combinations thereof. 
Students who desire to teach at the college or 
post-secondary levels can pursue specialties such 
as curriculum development, teacher education in 
a subject matter area, and teacher development 
and supervision. Students who are interested in 
working in schools or school systems can pursue 
programs that involve developing expertise in 
several areas of instruction such as reading, math- 
ematics, special education, computers and tech- 
nology, and science, or combinations thereof. 

Practicum/lnternship 

The Practicum/lnternship is designed for those 
students who need on-site educational experi- 
ences in an area directly related to their special- 
ization. Candidates expecting to receive certifica- 
tion or to enter a job different from the one they 
have been currently performing should complete 
a practicum/internship. The practicum/intern- 
ship will involve working in a leadership role in 
an educational setting similar to the one the can- 
didate wishes to enter in the future. With ap- 
proval, candidates who have been or who are cur- 
rently employed in a job they want to continue 
can complete the internship within that setting. 
All candidates (especially those seeking certifica- 
tion) must plan carefully with their advisors to 
insure that the necessary prerequisites leading to 
the practicum are completed. Students are advised 
that certification requirements are subject to 
change by the State. 

Dissertation 

Candidates will be expected to write a disserta- 
tion which may be either empirical or non-em- 
pirical in nature. 

Programs in Special Education 

Programs in Special Education are housed within 
the Department of Curriculum, Administration 
and Special Education. 

The mission and purpose of programs within 
Special Education is the preparation of outstand- 
ing professionals at the graduate and advanced 
graduate levels to work with or on behalf of indi- 
viduals with disabilities in educational settings and 
the initiation of basic and applied research to add 
to the knowledge base within specific disciplines. 
Programs are designed to offer students sound 
theoretical and conceptual bases for the variety of 
interventions and services needed to educate in- 
dividuals with disabilities. 

Since Boston College is committed to the ser- 
vice of the larger community beyond the Univer- 
sity, the faculty maintain a close working relation- 
ship with local school programs, special education 
collaboratives, and other agencies such as the 
Developmental Evaluation Clinic at Children's 
Hospital Medical Center, Perkins School for the 
Blind, Massachusetts Hospital School, Franciscan 
Children's Hospital, The Carroll Center for the 



Blind, and the Boston College Campus School for 
Multihandicapped Students. 

Details of the available graduate programs in 
the area of Special Education are provided in the 
descriptions which follow. Many of the programs 
are designed to meet current state requirements 
for teacher certification. These requirements are 
subject to change by the state. Applications for 
these programs are accepted throughout the year. 

Moderate Special Needs (Learning Disabilities, 
Mild Retardation and Behavior Disorders) 

Coordinator: Jean Mooney 

This program prepares specialists who will pro- 
vide direct and indirect services to children within 
regular classrooms, resource rooms and substan- 
tially separate classes in public or private schools. 
The population served by these specialists is clas- 
sified in some states as learning disabled, mildly 
retarded or behaviorally handicapped. This pro- 
gram, however, is based on a non-categorical 
model focused on educational need rather than 
category of handicapping condition. No previous 
teaching experience is required. Students select an 
Elementary or a Secondary focus. Financial Aid 
is available in the form of paid pre-practicum and 
practicum experiences in local school systems as 
well as various programs administered through 
the Financial Aid Office. Entry into the program 
may be at one of three levels: 

Level I: Students with no previous background 
in education select a sequence of courses leading 
to certification in Elementary Education prior to 
coursework in Special Education. 

Level II: Students already certified in Elemen- 
tary or Secondary Education complete the re- 
quirements for certification in Moderate Special 
Needs (30 to 36 credits.) 

Level HI: Students already certified in Elemen- 
tary or Secondary and Moderate Special Needs 
complete a program planned according to the 
student's past experiences and career goals (30 
credits). 

In any of the above Levels, adjustments in 
requirements can be made for prior coursework 
through a test-out and waiver process. Students 
employed in an appropriate Moderate Special 
Needs program in a public or a private school 
may, with the approval of the Director of Field 
Experiences and the Massachusetts Bureau of 
Teacher Certification, complete the internship 
requirements within their work setting. The 
Moderate Special Needs program offers the 
M.Ed, degree and/or the Certificate of Advanced 
Educational Specialization. 

Requirements for the Elementary Focus (Grades N-9) 

• PY/ED 460 Interpretation & Evaluation of 
Research 

• ED 485 Individuals with Learning & Behavior 
Problems 

• ED 495 Human Development and 
Handicapping Conditions 

• ED 579 Educational Assessment of Learning 
Problems 

• ED 587 Remedial Strategies 

• ED 589 Behavior Management Strategies 

• ED 593 Introduction to Speech & Language 
Disorders 



36 • Graduate Arts and Sciences • Education 



• ED 501 Handicapped Internship: Moderate 
Special Needs or ED 504 Student Teaching: 
Moderate Special Needs 

• ED 675 Consultation and Collaboration in 
Education 

• ED 721 Remedial Reading Techniques 
Requirements fir the Secondaiy Focus (Grades 5-12): 

• Prerequisite courses in Adolescent Psychology 
and Reading Methods must be completed prior 
to entry. 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• ED 485 Individuals with Learning and 
Behavior Problems 

• ED 495 Human Development and 
Handicapping Conditions 

• ED 579 Educational Assessment of Learning 
Problems 

• ED 587 Remedial Strategies 

• ED 589 Behavior Management Strategies 

• ED 593 Introduction to Speech and Language 
Disorders 

• ED 501 Handicapped Internship: Moderate 
Special Needs or ED 504 Student Teaching: 
Moderate Special Needs 

• ED 675 Consultation and Collaboration in 
Education 

• ED 721 Remedial Reading Techniques 

Specialty Areas in Moderate Special Needs 

Students may elect to add a specific emphasis 
beyond the core requirements for the Moderate 
Program. The following options are available: 

1 . Generic Consulting Teacher 

This option can lead to the Massachusetts certifi- 
cate of Generic Consulting Teacher for students 
with two years of teaching experience in an area 
of regular education. Requirements beyond the 
Moderate Program include ED 502 — Handi- 
capped Internship: Generic or ED 503 — Student 
Teaching: Generic. 

2. Behavior Disorders 

An individual program of study including the core 
requirements for Moderate can be planned with 
the student's advisor, with the following addi- 
tional courses being considered: 

• PY 440 Principles and Techniques of 
Counseling 

• PY 445 Clinical Child Psychology 

• ED 475 Advanced Behavior Management 

• ED 488 Theories and Strategies for Teaching 
Emotionally Disturbed Students 

• ED 641 Behavioral Disorders in Childhood 
and Adolescence 

• ED 696 I landicapped Internship 

Severe Special Needs Program 
Coordinator: Philip DiMattia 
The Severe Special Needs Program at Boston 
College is a graduate level program which leads 
to a Master's degree in Special Education and 
prepares students to work with a spectrum of se- 
verely handicapped students from pre-school 
through older adolescence in a variety of educa- 
tion settings that include public schools, collabo- 
rative programs, state-operated educational pro- 
grams, and private day and residential educational 
programs. 



Both formal coursework and multiple field 
experiences are included in the program. 
Through advisement, opportunities for hands-on 
experiences are made available in the Boston 
College Campus School for Multihandicapped 
Students. 

Students may be enrolled on a full- or part- 
time basis. For those students employed in ap- 
proved Severe Special Needs programs, practi- 
cum requirements may be completed within the 
work setting. 

The program of study expands and builds 
upon a pre-requisite education foundation 
through the development of competencies that 
are research and field-based and consistent with 
professional standards of the field. 

The following courses are requirements in the 
program. Adjustments can be made for prior 
course work and experience through a test-out 
and waiver process. 

• ED 374 Management of the Behavior of 
Students with Severe Special Needs 

• ED 384 Severe/Multihandicapped Techniques 
I 

• ED 389 Assessment of Children with Low 
Incidence Handicaps 

• ED 398 Working with Families and Human 
Service Agencies 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• ED 475 Advanced Behavior Management 

• ED 490 Severe/Multihandicapped Techniques 
II 

• ED 495 Human Development and 
Handicapping Conditions 

• ED 686 Communication Disorders for the 
Handicapped Child 

• ED 782 Student Teaching: Severe Special 

Needs 

Students who have no previous coursework in 
education will be required to take a prerequisite 
course in Human Growth and Development as 
well as a course in teaching basic curriculum. 

Vision Studies Program Options 

1 . Educator of Students with Visual 
Impairments 

Coordinator: Richard M. Jackson 
Students are prepared as teacher/consultants to 
work with visually impaired children and youth 
in a variety of educational settings. Regular class- 
rooms, resource rooms, and special classes are 
examples of settings where teacher/consultants 
are needed to deliver direct instructional services 
and to consult with parents and other educational 
personnel. Through academic coursework and 
practical experiences, students are prepared to 
work with totally blind or low vision children. 
Consideration is also given to the child with con- 
comitant disabilities. The length of the program 
varies with the background and level of entry of 
the student. Applicants lacking teaching creden- 
tials may incorporate the necessary coursework 
for certification into their program of studies. 

Students with elementary or secondary certi- 
fication pursue a 36-credit hour (approximately) 
program of study which can be completed in one 
academic year and one summer. For students who 



have an undergraduate degree in Education of the 
Visually Handicapped, an individually designed 
program may be planned to broaden and improve 
proficiencies in working with exceptional chil- 
dren. Graduates earn an M.Ed, degree and most 
are eligible for Massachusetts state teacher certi- 
fication (I.C.C. and NCATE approved). 

Requirements: 

• ED 380 Functional Implications of Vision 
Pathology 

• PY/ED 460 Interpretation and Evaluation of 
Research 

• ED 480 Technology for Individuals with 
Disabilities (offered summer only) 

• ED 486 Braille Skills for the Visually 
Impaired 

• ED 487 Blindness and Visual Impairment 

• ED 579 Assessment of Children with 
Learning Problems 

• ED 583 Foundation of Orientation and 
Mobility (Offered summer only) 

• ED 588 Curriculum and Instructional 
Strategies for Teaching the Visually Impaired 

• ED 675 Consultation and Collaboration in 
Special Education 

2. Educator of the Multihandicapped and 
Deaf/Blind 

Coordinator: Barbara McLetchie 
Boston College has a long history of preparing 
specialists to work with infants, children, and 
youth who have multiple disabilities, including 
deaf-blindness. Graduates of this program are 
serving individuals with multiple disabilities in a 
variety of roles throughout the United States and 
other countries. The Multihandicapped and 
Deaf/Blind specialty leads to an M.Ed, degree or 
a C.A.E.S. (30 credit hours beyond the M.Ed.). 
The focus of this specialty is upon children who 
are functioning at a pre-academic level. Practical 
experiences working with individuals with mul- 
tiple disabilities and deaf-blindness are important 
components of this specialty. Students may 
choose a particular focus (e.g. infant stimulation, 
adolescence, pre-vocational, young children, etc.). 
Students enter the specialty at one of three lev- 
els: 

Level I: Students with no previous preparation 
in special education must complete a program of 
study beyond 30 credit hours to complete the 
requirements for the M.Ed, degree and certifica- 
tion as a Teacher of Students with Severe (Inten- 
sive) Special Needs. 

Level II: Students with undergraduate majors 
and certification in Severe Special Needs can 
complete a 30-credit hour sequence for the M.Ed, 
degree. 

Level HI: Students with M.Ed, degrees in Se- 
vere Special Needs can complete a 30-credit hour 
sequence for the C.A.E.S. 

Additionally, students with undergraduate 
study in some area of special education may en- 
ter this specialty. Coursework and credits leading 
to an M.Ed, depend upon an evaluation of previ- 
ous coursework and experience. Many students 
also choose to pursue coursework leading to cer- 
tification as a Teacher of Students with Vision 
Impairments. 



Graduate Arts and Sciences • Education • 37 



Adjustments in course selection and sequence 
will be based upon an evaluation of each student's 
previous preparation and experience. The core 
course sequence is as follows: 

• ED 374 Management of the Behavior of 
Students with Severe Special Needs 

• ED 380 Functional Implications of Vision 
Pathology 

• ED 384 Teaching Strategies for Students with 
Multiple Disabilities I 

• ED 386 Introduction to Sign Language and 
Deafness 

• ED 389 Assessment of Children with Low 
Incidence Handicaps 

• ED 398 Working with Families and Human 
Service Agencies 

• ED 460 Interpretation and Evaluation of 
Research 

• ED 480 Technology for the Handicapped or 
ED 487 Education and Rehabilitation of the 
Visually Handicapped 

• ED 490 Teaching Strategies for Students with 
Multiple Disabilities II 

• ED 491 Practicum — Multihandicapped 

• ED 492 Organization and Administration of 
Services for Multihandicapped and Deaf/Blind 
Programs 

• ED 494 Language Acquisition 

• ED 495 Human Development and 
Handicapping Conditions 

• ED 506 Student Teaching: Multihandicapped 
and Deaf/Blind 

• ED 598 Introduction to Audiology 

• ED 682 Administrative Internship: 
Multihandicapped and Deaf/Blind 

• ED 686 Augmentative Communication for 
Persons with Severe Disabilities 

Certificate of Advanced Educational 
Specialization 

Programs in Special Education and Rehabilitation 
offer qualified students an opportunity for ad- 
vanced graduate study for the major direct service 
roles, administrative and supervisory positions in 
special education and related special service areas. 
Applicants for admission to the C.A.E.S. pro- 
gram must meet all of the specific requirements 
of the Graduate School of Arts and Sciences and 
the Department of Education. In addition, the 
following requirements of the division must be 
met: 

1. The applicant must be a certified or certi- 
fiable special educator with successful experience 
in education or in some closely related field. 

2. The applicant must submit a statement of 
career goals indicating the area of emphasis for 
study. 

The program seeks qualified applicants inter- 
ested in continuing their professional develop- 
ment. A program of studies leading to the 
C.A.E.S. usually consists of a minimum of thirty 
credits or approximately ten courses. The courses 
and experiences selected are those which the stu- 
dent and her/his advisor believe fit the identified 
career goals. 



COURSE OFFERINGS 

Unless otherwise indicated, courses listed in this 
section are offered in the 1992-93 academic year. 
Every attempt has been made to indicate when 
courses that are not offered annually will be of- 
fered next. Courses numbered above the 400 level 
carry either a "PY" or "ED/PY" prefix (see page 
29). 

ED 300 Secondary Science Methods (F: 3) 

A survey of several current secondary science cur- 
ricula combined with an individually chosen in- 
depth study of one curriculum project. Students 
will present demonstration lessons to the class, 
utilizing proven science class techniques and 
stressing the inquiry approach to science teach- 
ing. Substantial field work required, including 
experience with high school classes and logistical 
planning for field trips in the community. 

George Ladd 

ED 301 Secondary History Methods (F: 3) 

This course will demonstrate methods for orga- 
nizing a unit, utilizing original sources, develop- 
ing critical thinking, facilitating inquiry learning, 
integrating the social studies, and evaluation. Stu- 
dents will be required to develop and present 
sample lessons and units. Substantial field work 
required. ED 258 or 429 must be taken concur- 
rently. The Department 

ED 302 Secondary/Middle School English 
Methods (F: 3) 

This course covers topics and concerns for the 
teaching of English at the secondary and middle 
school levels. Curriculum building, unit and les- 
son plan construction, and the teaching of litera- 
ture, writing, speaking and listening skills are 
among the topics covered. Unless otherwise ap- 
proved, students taking ED 302 must also take 
ED 258 or ED 429 concurrently. Edward Smith 

ED 303 Secondary Language Methods (F: 3) 

A review of recent research in second-language 
acquisition and its application to the secondary 
school classroom. Emphasis is placed on tech- 
niques for developing and evaluating proficiency 
in listening, speaking, reading, and writing. Stu- 
dents will analyze available audio-visual materi- 
als (overhead transparencies, tapes, films and 
computer software) and learn how to integrate 
these ancillaries into their lesson plans. 

Rebecca Valette 

ED 304 Secondary Math Methods (F: 3) 

This course is designed to prepare the student for 
teaching in the secondary school. It includes top- 
ics such as classroom procedure, preparing lesson 
plans, structuring tests, grading papers, and evalu- 
ation of student performance. The responsibility 
of the student teacher to the cooperating teacher 
is covered and mathematical topics are developed. 
Presentation of units in mathematics is required 
as is substantial field work. ED 258 or 429 must 
be taken concurrently. The Department 

ED 307 Teachers and Educational Reform (S: 3) 

This course will examine the literature on reform 
of education, paying particular attention to the 
role of teachers in the reform literature and the 
implications of reform for teaching. It will exam- 
ine the role of teachers in restructuring, school- 
based management, assessment, accountability, 



and delivery of instruction. We will pay particu- 
lar attention to research on teaching and what it 
has to say about the role of teaching as pictured 
in the reform literature. Each student will be ex- 
pected to take a particular issue related to school 
reform and research it in depth. George Madam 

ED 310 Family, School, and Community 
Relations (S: 3) 

This course focuses on family interactions and 
community relations both in terms of how they 
influence the child and how the teacher can ef- 
fectively respond to these factors. Included are 
discussions of the short and long term effects of 
divorce, single-parent families, step-families, pov- 
erty and cultural differences. There will be a fo- 
cus on the teacher working with parents in terms 
of parent education and parent involvement in 
school. In addition, emphasis will be placed on 
helping children develop a greater sensitivity to 
their own and other cultures through multicul- 
tural education. The Department 

ED 314 Psychology of Self-Control (F: 3) 

An analysis of the philosophical, psychological, 
and sociological aspects of how we control our- 
selves. Such questions as "What does it mean to 
say / control me}" and "How does self-control 
change with age?" will be explored. Implications 
for educators and psychologists will also be cov- 
ered. Not offered 1993-94 John Dacey 

ED 316 Seminar and Methods in Early 
Education (S: 3) 

This course focuses on the careful design and 
implementation of teaching strategies and cur- 
riculum in early education. Students will partici- 
pate in a seminar at Boston College plus a one- 
day-a-week field pre-practicum. Students will 
have concrete experiences in developing a variety 
of teaching strategies and will be video-taped us- 
ing these strategies. There will be a particular 
focus on teaching critical thinking during the 
early years. Workshops on curriculum areas ap- 
plicable to the learning environments of young 
children will be presented in the seminar includ- 
ing such areas as the arts, communication skills, 
health, and physical education. Beth Casey 

ED 319 Psychology and Education of Creative 
People 

This course will consider psychological aspects of 
four areas of creative activity: personality, produc- 
tivity, mental processes, and physiological pro- 
cesses. It will combine consideration of current 
research and measurement studies with the re- 
search and experience of the students themselves. 
All age levels of creative development are in- 
cluded. Not offered 1992-93; next offered 1993-94 

John Dacey 

ED 321 Language and the Language Arts (S: 3) 

A course that examines the nature and structure 
of language and how it applies to the teaching of 
language arts in the elementary and middle 
schools. John Savage 

ED 323 Reading and Special Needs Instruction 
in the Middle and Secondary School (S: 3) 

A course that includes principles and practices of 
developmental and remedial reading instruction 
and special needs teaching at the middle and se- 
nior high school levels. There will be particular 



38 • Graduate Arts and Sciences • Education 



emphasis on teaching reading in content areas. 
May require field-based assignments. 

The Department 

ED 325 Science in the Elementary School (S: 3) 

An opportunity to become actively involved with 
the wide number of elementary science curricu- 
lum activities and materials designed for children 
from 2 to 12 years of age. Open to early child- 
hood, special education and other individuals in- 
terested in science education at the elementary 
level. George T. Ladd 

ED 336 Adult Human Development in Modern 
Organizations (S: 3) 

This course presents theories and approaches in 
Human Development in modern quality-oriented 
organizations. The concepts of: Customer- 
Driven Quality; Leadership, Continuous Im- 
provement; Fast Response; Action Based on Facts, 
Data and Analysis; and Participation by all Em- 
ployees will be presented along with the quality 
improvement tools needed to achieve these re- 
sults. Tools such as Flow Charting, Fishbone 
Diagramming, Scatterplots, Run Charting and 
Control Charting will be presented. Regression 
and Design of Experiments will be introduced. 

Ronald Nuttall 

ED 342 Adolescent Spirituality and Faith 
Development 

This course will explore the nature of adolescent 
religious experience and spiritual development. 
Special emphasis will be placed upon a consider- 
ation of the role of the Catholic school in facili- 
tating adolescent faith development. Attention 
will be given to developmental theory as it applies 
to campus ministry, religious curriculum, Confir- 
mation preparation, program planning and pro- 
gram evaluadon in the Catholic junior and senior 
high school. Not offered 1992-93 Louis Phillips 

ED 344 Integrating Contemporary Issues into 
the Curriculum (F: 3) 

This course examines a broad range of current 
social, global, political, and economic topics, and 
attempts to explore methods of including these 
issues within the existing curriculum that we of- 
fer our students. This course will also focus on 
how contemporary social issues influence children 
and adolescents, and how educators can effectively 
respond to these factors. Leroy Hay 

ED 345 Critical Issues in Teaching (S: 3) 

This course provides an opportunity for students 
to understand the political, social, economic, or- 
ganizational, and interpersonal issues that affect 
classroom teachers' ability to practice their craft. 
Case studies, self-studies, readings, films, and 
other media will be used throughout the course 
to examine issues like juvenile delinquency, class- 
room management, student-teacher relationships, 
working with parents, working in urban areas, 
self-evaluation, and other issues related to being 
an effective teacher. Participants will be required 
to write weekly memorandums, take part in 
weekly discussions, and complete two policy 
memorandums. Any student interested in prac- 
tice and policy issues in elementary/secondary 
education and higher education will find the 
course of benefit. The Department 



ED 349 Sociology of Education (S: 3) 

A broad survey of the field of sociology of educa- 
tion that starts (with a brief discussion of human 
behavior and then considers individuals, groups, 
and communities. The course will deal with fam- 
ily, classroom, school, and community interac- 
tions, both in terms of how they influence the 
child and how educators can respond to these fac- 
tors. Tedl.K. Youn 

ED 351 Budget and Financial Planning in 
Education 

Recognizing that this area is of vital importance 
for Catholic schools, this course will examine the 
various aspects of budget formulation, develop- 
ment programming, and long-range financial 
design. This examination will include budget con- 
structs, fund raising, public relations, and long- 
range financial planning. Not offered 1992-93 

ED 355 Ethical and Moral Dimensions of 
Administrative Decision Making 

School administrators have long recognized the 
ethical dimensions of their decisions. They inevi- 
tably deal with a diversity of people: staff, faculty, 
children, parents, and community agents. The 
course, while synthesizing the growing literature 
on the topic, will treat the practical aspects of the 
subject. Participants will be asked to bring to class 
some very concrete examples of the moral dilem- 
mas they are facing daily. Nor offered 1992-93 

ED 356 Instructional Supervision for 
Administrators 

This course will concentrate on personnel plan- 
ning and selection, induction, orientation, a sys- 
tem-wide view of personnel administration, and 
trends in supervision. Attention will be given to 
staff development as well as performance evalua- 
tion. Not offered 1992-93 

ED 361 History of Western Education I 

Beginning with classical Greek education, this 
course surveys the principal cultural and educa- 
tional movements to the advent of the Renais- 
sance. Not offered 1992-93 The Department 

ED 362 History of Western Education II 

Beginning with fourteenth-century humanism, 
this course deals with the development of mod- 
ern European education and the origin and evo- 
lution of education in the United States. 
Not offered 1992-93 

ED 363 Children's Literature (S: 3) 

Through the use of various media and the exten- 
sive reading of children's books, this course ex- 
amines several genres of children's literature. 
Special emphasis is given to understanding the use 
of children's literature in pre-school and elemen- 
tary classrooms supporting children's responses 
to literature, and designing an integrated litera- 
ture program. Lea McGee 

ED 367 Introduction to BASIC 

An introduction to computers and their applica- 
tions in education. The origins, development, and 
workings of computers will be reviewed. Current 
hardware and software systems will be described 
and demonstrated. Students will develop algo- 
rithms for the solution of elementary problems 
and will program their solutions using the BASIC 
language. Not offered 1992-93; next offered 1993- 
94 John A. Jensen 



ED 368 Introduction to LOGO for Educators (S: 3) 

An introduction to microcomputers and pro- 
gramming using the LOGO language. Intended 
for educators; no prerequisites. Students will have 
hands-on experience using Apple microcomput- 
ers and will complete a term project using the 
language. Not offered 1 993-94 John A. Jensen 

ED 374 Management of the Behavior of 
Students with Severe Special Needs (F: 3) 

The focus of this course is on the principles and 
practices of applied behavior. analysis as they re- 
late to the education of students with severe spe- 
cial needs. Students will be exposed to principles 
of reinforcement, management programs for in- 
creasing and decreasing the frequency of behav- 
iors, schedules of reinforcement, and ethical and 
responsible use of applied behavior analysis pro- 
cedures. Alec F. Peck 

ED 380 Functional Implications of Vision 
Pathology (F: 3) 

This course examines the educational implica- 
tions of visual dysfunction. Structure and function 
of the visual system including the neural pathways 
are examined as a basis for understanding the limi- 
tations imposed on the individual by specific vi- 
sual disorders. Course assists students in the in- 
terpretation of ophthalmic and optometric evalu- 
ations for individualized educational program 
planning with students who are visually impaired. 
An overview of systems for vision stimulation, 
sight utilization and perceptual motor training is 
included. Richard Jackson 

ED 384 Teaching Strategies for Students with 
Multiple Disabilities (F: 3) 

This course is designed to assist the special edu- 
cator in acquiring and developing both the back- 
ground knowledge and practical skills involved in 
teaching individuals who have multiple disabili- 
ties, including deaf-blindness. The areas of gross 
motor, fine motor, and self-care are emphasized. 
Medical management of individuals with disabili- 
ties and the role of the educator in the transdis- 
ciplinary team are included. The students should 
be prepared to participate in a one-day-per-week 
field placement. The Department 

ED 386 Introduction to Sign Language and 
Deafness (F: 3-S: 3) 

A course in the techniques of manual communi- 
cation with an exploration of the use of body lan- 
guage and natural postures, fingerspelling and 
American sign language. Theoretical foundations 
of total communication will be investigated. Is- 
sues related to deafness are presented. 

The Department 

ED 389 Assessment of Children with Low 
Incidence Handicaps (F: 3) 

The assessment process, including norm-refer- 
enced and criterion-referenced devices for stu- 
dents with severe handicapping conditions is the 
primary focus of this course. Observation sched- 
ules, functional vision and hearing assessments, 
and environmental inventories are addressed. The 
relationship of the individual education program 
(IEP) to the assessment process is stressed. Sub- 
stantial field work is required in this course. 

The Department 



Graduate Arts and Sciences • Education • 39 



ED 390 Movies and Morality 

For educators and parents interested in charac- 
ter formation. How films can be utilized in the 
moral education curriculum or at home. The 
course will be based on recent developments in 
the area of narrative psychology. Specific films 
will be linked to specific virtues. Students should 
have access to a VCR. Not offered 1992-93 

ED 398 Working with Families and Human 
Service Agencies (S: 3) 

This course emphasizes work with parents of chil- 
dren with severe special needs. Topics include 
stages of parental acceptance of handicapping 
conditions, transfer out of the natural home, 
chronic sorrow, development of home-based be- 
havior modification programs, and preparation of 
parents as teachers. A respite care field experience 
is required of students in the Severe Special Needs 
program. Alec F. Peck 

ED 402 Modern Educational Thought 

A survey of current philosophies of education 
through the writings of representatives of the 
major positions. Not offered 1992-93 

ED 403 Philosophy of Education (S: 3) 

A consideration of basic issues affecting the defi- 
nition of aims and agencies with a view to the 
clarification of priorities in American elementary, 
secondary and higher education. The Department 

ED 407 Curriculum and Instruction in the 
Secondary School (F, S: 3) 

The course examines issues and practices related 
to secondary education. Topics include curricu- 
lum theory, instructional practice, classroom 
management, research on teaching, and contem- 
porary issues of the modern secondary school. 

Joseph O'Keefe 

ED 41 3 Early Childhood Models and Issues (F: 3) 

This course focuses both on models of early child- 
hood education and on the implementation of 
those models through the design of programs and 
materials. Students are involved in the develop- 
ment and evaluation of learning environments for 
the young child and are encouraged to explore 
their own model of early childhood education. 
Not offered 1 993-94 Martha Bronson 

PY 414 Learning: Theories, Research and 
Strategies (F, S: 3) 

Basic principles of learning (overview, definitions, 
research) theories representing the associationist 
and cognitive traditions, problem solving and 
thinking skills. The Department 

PY 41 5 The Psychology of Adolescence (F, S: 3) 

An analysis of the psychology and problems of the 
adolescent years. Biological changes, value devel- 
opment, the influence of media, sexual identity, 
cultural influences, and relationships with adults 
will be discussed. Current philosophical and cul- 
tural trends will be examined in regard to their 
impact on youth. Adolescence in other cultures 
will be discussed in order to provide a better per- 
spective on American youth. Accounts of adoles- 
cence from literature will be used to supplement 
theory. William Kirkpatrick 

PY 416 Child Psychology (F, S: 3) 

Child development is presented as a continuous, 
complex process involving the interaction of a 
biological organism with its physical, psychologi- 



cal and social environment. Normal development 
from conception to adolescence is discussed 
within the framework of contemporary theories 
of child growth. John Travers 

PY 417 Adult Psychology (F: 3) 

Life cycle theory; psychological needs; physiol- 
ogy; inter-personal relations; androgyny; sex roles 
and sexuality; vocational needs; family life; integ- 
rity and aging; facing death realistically. 

The Department 

ED 4 1 9 Student Teaching-Early Childhood (F, S: 6) 

A semester field assignment (300+ clock hours) 
five full days per week for graduate students in the 
final semester of the early childhood program. 
Placements are made in selected area, interna- 
tional, or out-of-state schools and non-school 
sites. Students are assigned to a full-day experi- 
ence in an early childhood classroom. Prerequi- 
sites include successful completion of all required 
pre-practicum field assignments and courses. 
Application to the Field Office must be made the 
semester preceding the practicum: by November 
30 for spring practicums and by April 15 for fall 
practicums. Kilburn E. Culley 

ED 420 Student Teaching — Elementary School 
(F, S: 3-6) 

Prerequisite: ED 429 

A semester field assignment (300+ clock 
hours) five full days per week for graduate stu- 
dents in the final semester of the elementary edu- 
cation program. Placements are made in selected 
area, international, or out-of-state schools and 
non-school sites. Students are assigned to a full- 
day experience in an elementary classroom. Pre- 
requisites include successful completion of all re- 
quired pre-practicum field assignments and 
courses. Taken concurrently with ED 596 or ED 
528. Application to the Field Office must be made 
the semester preceding the practicum: by Novem- 
ber 30 for spring practicums and by April 15 for 
fall practicums. The Department 

ED 421 Theories of Instruction (F: 3) 

A survey of the literature concerning models of 
instruction and an investigation of several promi- 
nent theories. These would include both philo- 
sophical and empirical studies such as Bruner, 
Piaget, Rogers, Ausubel, and other contemporary 
theorists. George T. Ladd 

ED 422 Internship in Teaching, Secondary (F, S: 3) 

A semester field assignment (300+ clock hours) 
five full days per week for employed profession- 
als at the secondary school level. Prerequisites 
include successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the practicum: by November 30 
for spring practicums and by April 1 5 for fall 
practicums. By arrangement. Kilburn E. Culley 

ED 423 International Study/Research Project in 
Education (F, S: 3) 

This experience offers graduate students in edu- 
cation the opportunity to study or conduct re- 
search with their counterparts in selected coun- 
tries overseas. Students determine the length of 
their stay and assume all costs including travel, 
housing, tuition, and an application fee. By per- 
mission only. Application must be made to the 
Field Office the semester preceding the course. 

Kilburn E. Culley 



ED 426 Music, Art and Movement (F: 3) 

Music theory and practice, art principles and strat- 
egies for teaching physical education are pre- 
sented with a practical focus for elementary teach- 
ers. This course utilizes a hands-on approach and 
reinforces and extends the prepracticum field ex- 
perience. Sr. Maryalyce Gilfeather 

ED 427 Internship in Severe Special Needs 
(F, S: 3-6) 

A field assignment for employed professionals in 
the final semester of the severe special needs pro- 
gram. Prerequisites include permission of the 
program coordinator and successful completion 
of all required pre-practicum field assignments 
and courses. Application to the Field Office must 
be made the semester preceding the internship: 
by November 30 for spring internships and by 
April 15 for fall internships. By arrangement. 

Philip DiMattia 

ED 428 Student Teaching Secondary School 
(F: 3-S: 6) 

A semester field assignment (300+ clock hours) 
five full days per week for graduate students in the 
final semester of the secondary education pro- 
gram. Placements are made in selected area, in- 
ternational, or out-of-state schools and non- 
school sites. Students are assigned to a full-day 
experience in a secondary classroom. Prerequi- 
sites include successful completion of all required 
pre-practicum field assignments and courses. ED 
472 must be taken concurrently, unless waived by 
the program coordinator. Application to the Field 
Office must be made the semester preceding the 
practicum: by November 30 for spring practicums 
and by April 1 5 for fall practicums. 

Kilburn E. Culley 

ED 429 Graduate Field Lab (F, S: 1) 

A day-a-week pre-practicum field lab for gradu- 
ate students in the early childhood, elementary, 
secondary, moderate special needs, severe special 
needs, and reading specialist programs. The pro- 
gram descriptions above list the courses which 
relate specifically to this pre-practicum field as- 
signment and which the lab normally accompa- 
nies. Placements are made in selected school and 
teaching-related sites. Application must be made 
to the Field Office the semester preceding the lab: 
by November 30 for spring labs and by April 15 
for fall labs. Kilburn E. Culley 

ED 430 Exploring Science and Social Studies: 
Early Childhood and Elementary (S: 3) 

Current issues, teaching methodologies, models 
and materials in science and social studies at the 
elementary and early childhood levels will be dis- 
cussed and related to theories of learning. 

Joan C. Jones 

ED 432 Managing Change in Education (F: 3) 

Teachers and administrators are facing a period 
of massive educational change. Making sense of 
issues such as outcome-based learning, school 
choice, mainstreaming, participatory decision 
making, and global education, among others, pre- 
sents a complex challenge. This course will en- 
able teachers and administrators to examine many 
of the issues which call for changes in the way they 
run schools; enable them to understand the rela- 
tionship among these issues; and enable them to 
put these issues into meaningful perspective for 
their own school setting. 

Leo and Elizabeth Gensante 



40 



Graduate Arts and Sciences • Education 



PY 440 Principles and Techniques of 
Counseling (F: 3) 

An introduction to counseling principles and 
techniques with an emphasis on interviewing 
skills. The areas of communication skills, assess- 
ment, and treatment planning within a helping 
model will be emphasized. In addition, group 
counseling, counseling culturally different popu- 
lations, as well as legal and ethical dimensions of 
the profession, will be discussed. Skills training 
will involve the use of role playing, observation, 
and practice components. Open to counseling 
psychology majors only. James Mahalik 

PY 443 Counseling and Group Process with 
Children (S: 3) 

An introduction to the theories and methods of 
psvchological counseling and intervention with 
children in school and non-school settings. Prac- 
tical and ethical issues related to child treatment, 
methods and problems in evaluating therapeutic 
outcome, and considerations of cultural and en- 
vironmental diversity, gender, and exceptionality 
in developing interventions area addressed. 

Maureen Kenny 

PY 444 Comparative Personality Theories (F: 3) 

This course will discuss the major theoretical ori- 
entations to the study of normal personality de- 
velopment. Psychoanalytic, self psychology and 
object relations theory, methodological and cog- 
nitive behaviorism, humanistic and constructive- 
developmental theory are examined. This course 
serves as a foundational course for counseling 
psychology students. Mary Brabeck 

PY 445 Clinical Child Psychology (S: 3) 

This course is an introduction to the theory and 
research that provide the context for understand- 
ing the socio-emotional problems of children. 
Particular emphasis on the role of risk and pro- 
tective factors as they contribute to children's 
resilience and vulnerability to childhood prob- 
lems. Implications for clinical practice will con- 
stitute a major focus of the course. 

The Department 

PY 446 Counseling Theory and Process (S: 3) 

Prerequisite: PY 440 or equivalent 
This course is an introduction to counseling ori- 
entations with an emphasis on the major models 
within the field. Specifically, theoretical founda- 
tions, client and counselor dimensions, tech- 
niques, and the active ingredients of change will 
be explored in each model. Class format includes 
lecture/discussion, small group exercises, and 
analysis of case material from some of the origi- 
nators of several leading counseling orientations. 

James Mahalik 

PY 448 Career Development (F, S: 3) 

This course is an introduction to the psychology 
and sociology of work and career choice, and ca- 
reer development theory and research from child- 
hood through adulthood. Exposure to counseling 
strategies, career planning resources, and pro- 
gram development in various educational and 
agency settings. The Department 

ED 450 Introduction to Educational 
Administration (F: 3) 

This is the first course for students whose major 
is educational administration and supervision. 
The course acquaints students with perspectives 



in educational administration and supervision 
over the past twenty-five years, the roles of ad- 
ministrative personnel, the process of administra- 
tion, leadership behavior, policy formation, and 
the organization and control of American Edu- 
cation. The course is appropriate as an elective for 
teachers and other support personnel. 

Joseph O'Keefe 

ED 451 Personnel Administration (S: 3) 

This course is designed for school personnel pre- 
paring for or currently in supervision positions. 
The major objective of the course is to provide 
an understanding of the principles, policies, and 
practices related to procurement, development, 
maintenance, and utilization of human resources 
as they apply to school systems. Ralph Edwards 

ED 452 School Finance (F: 3) 

The course will place major emphasis on a study 
of problems and issues related to school finance 
at federal, state, and local levels. The course will 
include an examination of local sources of revenue 
for schools and the distribution of local aid from 
the state and federal categorical aid programs. 

Vincent Nnccio 

ED 453 The Elementary School Principalship (S: 3) 

This course will examine the role and functions 
of the principal. Current and recent developments 
in school effectiveness, professional growth, and 
staff evaluation will be addressed. Case studies will 
highlight administrative style, and outside forces 
which influence decision making will be studied. 
Projects to meet individual needs will be assigned. 
This course is designed for experienced teachers. 

Ralph Edwards 

ED 454 The Junior High and Middle School 
Principalship (S: 3) 

This course will examine the role and functions 
of the principal. Current and recent developments 
in school effectiveness, professional growth and 
staff evaluation will be addressed. Case studies will 
highlight administrative style and outside forces 
which influence decision making will be studied. 
Projects to meet individual needs will be assigned. 
This course is designed for experienced teachers. 

Ralph Edwards 

ED 455 The Secondary School Principalship (S: 3) 

This course will examine the role and functions 
of the principal. Current and recent developments 
in school effectiveness, professional growth and 
staff evaluation will be addressed. Case studies will 
highlight administrative style, and outside forces 
which influence decision making will be studied. 
Projects to meet individual needs will be assigned. 
This course is designed for experienced teachers. 

Ralph Edwards 

ED 456 Legal Aspects of Educational 
Administration (F: 3) 

A survey of current legal concepts concerning the 
rights, duties and liabilities of school personnel in 
relation to their employing educational agency, 
their colleagues, their pupils, parents, and the 
general public. The major focus is on the legal 
status of the classroom teacher and the school 
administrator. Use is made of case studies in edu- 
cational law. This course is designed primarily for 
teachers, supervisors, and practicing or prospec- 
tive administrators. Charles Smith 



PY/ED 460 Interpretation and Evaluation of 
Research (F, S: 3) 

A course designed to improve the Master's 
student's understanding of the research literature 
in Education. The course concentrates on the 
development of the understandings and skills 
needed by the competent reader of research re- 
ports. Emphasis is placed on the accurate inter- 
pretation of statistical data and on the evaluation 
of published research. 

This course does not fulfill the doctoral re- 
quirement. John A. Jensen 

PY/ED 462 Construction of Achievement Tests 

(F:3) 

The major problems of educational measurement, 
with emphasis on the characteristics, administra- 
tion, scoring, and interpretation of formal and 
informal tests of achievement with practical ap- 
plication to classroom use. Basic techniques of test 
construction. Joseph Pedulla 

ED 463 A Contemporary Issue: Human Values 
and Ethics in Education 

Ten years ago, the president of Harvard Univer- 
sity published an article entitled "Can Ethics be 
Taught?" He concedes that ethics courses might 
make students more aware of the human values 
that underlie moral principles. Ethics courses 
might equip students to reason carefully in apply- 
ing such moral principles to concrete cases. His 
conclusion: "Surely the experiment is worth try- 
ing." This course will be an exercise in that ex- 
periment. It will synthesize the growing literature 
treating the necessity of teaching moral principles 
and human values in our educational system. It 
will also treat the practical aspects of the subject. 
Participants are asked to bring to class some very 
concrete examples of the moral dilemmas they are 
facing daily in their classroom/school. 
Not offered 1992-93 Ja?nes O'Donohoe 

PY 464 Intellectual Assessment (F, S: 3) 

Prerequisite: Consent of instructor 

A critical analysis of measures of intellectual 
functioning, with a focus on the Wechsler scales. 
This course is designed to develop proficiency in 
the administration, scoring and interpretation of 
intelligence tests and communication of assess- 
ment results. In addition, critical questions re- 
garding the use of those instruments, including 
theories of intelligence, ethics of assessment, and 
issues in the assessment of minority children, are 
addressed. Limited to 15 students per section. 
Counseling and School Psychology majors only. 
Students must sign up for course in the depart- 
mental office four months in advance of enroll- 
ment. Maureen Kenny 

Donna Moilanen 

PY 465 Group Psychological Tests (F, S: 3) 

An introductory course in theory, selection, and 
use of standardized aptitude, ability, achievement, 
interest, and personality tests in the counseling 
process. Measurement concepts essential to test 
interpretation. Experience in evaluating 
strengths, weaknesses and biases of various test- 
ing instruments. Laboratory experience in admin- 
istration, scoring, and interpretation of psycho- 
logical tests. Kenneth Wegner 



Graduate Arts and Sciences • Education • 41 



ED 466 Models of Curriculum and Program 
Evaluation (F: 3) 

An intensive study of the leading models of pro- 
gram and curriculum evaluation, including those 
of Tyler, Stake, Scriven, Provus, Stuffelbeam and 
Alkin. Their strengths, weaknesses and applica- 
tions for various types of curriculum and program 
evaluation will be stressed. Each evaluation model 
will be examined in terms of the purpose, key 
emphasis, the role of the evaluator, relationship 
to objectives, relationship to decision making, 
criteria and design. George Madam 

ED 467 Practical Aspects of Curriculum and 
Program Evaluation 

Prerequisite: ED 466 or consent of instructor 

This course will cover the basic steps involved 
in planning and carrying out a program evalua- 
tion. Topics covered will include: identification 
and selection of measurable objectives, choice of 
criteria instruments, use of various scores, com- 
mon problems, out of level testing, analysis of 
data, interpretation and reporting of data, bud- 
geting. Standards for program evaluation will also 
be covered. Not offered 1992-93 The Department 

PY/ED 468 Statistics I (F: 3) 

An introduction to descriptive statistics. Topics 
include methods of data summarization and pre- 
sentation, measure of central tendency and vari- 
ability, correlation and linear regression, the nor- 
mal distribution, probability, and an introduction 
to hypothesis testing. Computer instruction in the 
VAX operating system and SPSS statistical pack- 
age are scheduled as a- separate laboratory com- 
ponent of the course. John Jensen 

Larry Ludlow 

PY/ED 469 Intermediate Statistics (S: 3) 

Prerequisite: PY/ED 468 and computing skills with 
the VAX operating system and the SPSSX statis- 
tical package. 

This course is a direct continuation of PY/ED 
468 and the computing files built by the student 
in PY/ED 468 are used in PY/ED 469. Topics 
include tests of means and proportions, partial and 
multiple correlations, chi-square goodness-of-fit 
and contingency table analysis, multiple regres- 
sion, analysis of variance with planned and post 
hoc comparisons, analysis of covariance, and ele- 
ments of experimental design. Larry Ludlow 

PY/ED 470 Statistics Laboratory (F: 1 ) 

This lab is designed for students who wish to 
enroll in PY/ED 469 but do not have the neces- 
sary computer analysis expertise to meet that pre- 
requisite for PY/ED 469. In general, doctoral stu- 
dents who have had an introductory statistics 
course elsewhere that did not include the use of 
SPSS and the VAX operating system would need 
to enroll in this course. Students enrolled in PY/ 
ED 468 should not enroll in this course. 

The Department 

ED 471 Learning Dimension: Theory and 
Practice (S: 3) 

This course will introduce information on adult 
styles of learning, teaching, and thinking. We will 
discuss leadership styles and ways to work with 
teachers for supervision and staff development. 
We will also include implications for students' 
learning styles and instruction. Kathleen Butler 



ED 472 Secondary School Pre-Practicum and 
Seminar (F, S: 1) 

The field pre-practicum assignment taken con- 
currently with ED 428 during the first two weeks 
of the semester. Mornings are spent in observa- 
tion and activities at the school where the student 
will be undertaking the full practicum. Afternoons 
are spent in a seminar at Boston College. 

Edward B. Smith 

ED 473 Teaching Writing (S: 3) 

This course is designed for those interested in 
improving their ability to teach writing. It in- 
cludes a review of research on effective teaching 
practices and communication theory, and it intro- 
duces a writing workshop plan for teaching writ- 
ing. Emphasis is placed on understanding and 
using the writing process to provide direct in- 
struction in pre-writing, writing, and revising. 

The Department 

ED 474 Models of Teaching 

This course is designed to introduce the four 
families of models, as described by Joyce and 
Weils in Models of Teaching: personal models, 
social models, information processing models, 
and behavioral models. Each of these models 
teaches content and thinking in a characteristic 
way. Students will observe and model some of 
these instructional methodologies in an effort to 
expand their repertoire of teaching strategies. 
Not offered 1992-93 

ED 475 Advanced Behavior Management (S: 3) 

This course deals with the application of behav- 
ioral principles with seriously disturbed and se- 
verely mentally retarded students. Students are 
required to establish, implement, and evaluate 
behavioral programs for seriously handicapped 
children. Videotaped sessions provide opportu- 
nity for analysis and feedback. A heavy emphasis 
is placed on data-based analysis of student and 
instructor performance. ED 374 or an equivalent 
course is a pre-requisite to enrollment. This 
course requires a heavy field-based component. 

Alec Peck 

ED 485 Individuals with Learning and Behavior 
Problems (F: 3) 

This course will provide an introduction and 
overview to special education. The course will 
focus primarily on the traditional categories of 
emotional disturbance, learning disabilities, and 
mental retardation. Theoretical issues of inci- 
dence, educational assessment, etiology and na- 
tional programming will be discussed. In addition, 
the significance of federal and state legislation on 
special education will be discussed. John Junkala 

ED 486 Braille Skills for the Visually Impaired 

(S:3) 

Students learn to read and write Grade II literary 
Braille (visually). Emphasis is on reading readi- 
ness, teaching strategies for Braille reading and 
writing, and materials preparation and adaptation. 
Students are also acquainted with automated 
braille transcription using BEX for Apple, 
Duxbury for DOS and Macintosh OS. This 
course requires field-based assignments in Braille 
transcription. Eileen Curran 

ED 487 Blindness and Visual Impairment (F: 3) 

This is a first course in the study of individuals 
with visual disabilities. The first half of the course 
examines the evolution of services in terms of 



quality and effectiveness. The second half of the 
course focuses on psychosocial development and 
adjustment. The intent of professional style of 
service delivery. Richard Jackson 

ED 488 Theories and Strategies for Teaching 
Emotionally Disturbed Students (S: 3) 

This class includes discussion of specific syn- 
dromes, such as autism, hyperactivity, and with- 
drawal. Particular attention is paid to educational 
interventions. Modules include assessment of 
learning problems frequently encountered in stu- 
dents with emotional disturbance, and special 
strategies that effectively result in de-escalation 
of behaviors so as to prevent destructive conflict. 

Philip DiMattia 

ED 490 Teaching Strategies for Students with 
Multiple Disabilities II (S: 3) 

This course is a continuation of ED 384. The 
social/emotional and cognitive domains are em- 
phasized. Prevocational, vocational, and long- 
term planning concepts and their teaching rami- 
fications as they relate to the multihandicapped 
are addressed. The Department 

ED 491 Practicum: Multihandicapped (F: 3) 

This is an eight-week, full-time practicum with 
multihandicapped children who are served by a 
variety of program prototypes. Students in this 
practicum are required to use a structured lan- 
guage program with one child from the setting. 
By arrangement The Department 

ED 492 Organization and Administration of 
Services for Multihandicapped and Deaf/Blind 
Programs (S: 3) 

The histories of deaf, blind, and deaf/blind ser- 
vices are presented. Various etiologies of deaf- 
blindness are discussed along with their implica- 
tions for interventions with persons with deaf- 
blindness. Legislation and litigation relating to 
special services for multi-handicapped are 
overviewed. Students complete a project relating 
to services for persons with multiple disabilities. 
By arrangement The Department 

ED 494 Language Acquisition (F: 3) 

This course will investigate the way in which 
normal children acquire the sounds, structures 
and meanings of their native language from birth 
to early childhood. The stages of language acqui- 
sition will be discussed in light of 1) the organi- 
zation and description of adult language, 2) bio- 
logical and cognitive development and 3) univer- 
sal and individual patterns of development. Dis- 
cussion of theoretical issues in language acquisi- 
tion will be supplemented with representative data 
samples from each stage of development in an 
attempt to determine which of the theories best 
accounts for the data. The Department 

ED 495 Human Development and 
Handicapping Conditions (F: 3) 

Human development from conception through 
adolescence with concern for the results of physi- 
ological malfunction at any stage of development. 
Presentations, discussions, readings and observa- 
tions will permit the student to understand the 
most prevalent handicapping conditions. Included 
is a consideration of aids and prosthetic devices 
and medical interventions employed by those widi 
sensory and/or motor handicaps. 

495.01 (Moderate/Generic) Jean Zadig 

495.02 (Severe/Multihandicapped) Bruce Cushna 



42 • Graduate Arts and Sciences • Education 



ED 501 Handicapped Internship — Moderate 
Special Needs (F, S: 3) 

A field assignment five full days per week for 
employed professionals in moderate special needs 
education. Prerequisites include successful 
completion of all required pre-practicum field 
assignments and courses. Application to the Field 
Office must be made the semester preceding the 
internship: by November 30 for spring and sum- 
mer internships and by April 15 for fall intern- 
ships. Jean Mooney 

ED 502 Handicapped Internship — Generic 
Educator (F, S: 3) 

A field assignment five full days per week for 
employed professionals in generic special needs 
education. Prerequisites include successful 
completion of all required pre-practicum field 
assignments and courses. Application to the Field 
Office must be made the semester preceding the 
internship: by November 30 for spring intern- 
ships and by April 15 for fall internships. 

Jean Mooney 

ED 503 Generic Special Needs Field Practicum 
(F, S: 6) 

A field assignment five full days per week for 
graduate students in the final semester of the mild 
and moderate special needs education program. 
Placements are made in selected area, interna- 
tional, or out-of-state schools and non-school 
sites. Students are assigned to a full-day experi- 
ence in a special needs setting. Prerequisites in- 
clude successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the practicum: by November 30 
for spring practicums and by April 15 for fall 
practicums. The Department 

ED 504 Moderate Special Needs Field Practicum 
(F, S: 3) 

A field assignment five full days per week for 
graduate students in the final semester of the 
moderate special needs education program. Place- 
ments are made in selected area, international, or 
out-of-state schools and non-school sites. Stu- 
dents are assigned to a full-day experience in a 
moderate special needs setting. Prerequisites in- 
clude successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the practicum: by November 30 
for spring and summer practicums and by April 
1 5 for fall practicums. The Department 

ED 505 Student Teaching: Visually Impaired 
(F, S: 3) 

This experience is designed to acquaint the stu- 
dent with the multiple responsibilities of the 
teacher/consultant in school settings. The intent 
is to place students in a supervised situation which 
enables the development of competencies as a 
teacher/consultant. This is typically a full-time 
placement often weeks' duration in compliance 
with NCATE standards developed by DVH/ 
CEC. Students also participate in a biweekly 
seminar examining topics related to clinical prac- 
tice. Richard Jackson 

ED 506 Student Teaching: Multihandicapped 
and Deaf/Blind (F, S: 3) The Department 



ED 515 Seminar in Moral Education (F: 3) 

Topics will include theories of moral growth and 
moral education, moral education and sex educa- 
tion curriculums, the influence of stories on char- 
acter formation, the relation of morality to reli- 
gion, and the debate over values versus virtue. 
Not offered 1993-94 

ED 520 Elementary and Early Childhood 
Mathematics Methods (F: 3) 

The methodology, content and materials utilized 
in teaching mathematics to early childhood and 
elementary age children are presented. 

Michael Schiro 

ED 521 Developmental Reading Instruction (F: 3) 

This course examines components of a classroom 
reading program. Topics include approaches to 
beginning reading, basic reading strategies, diag- 
nostic-prescriptive teaching, and research on cur- 
rent trends in reading instruction. May require 
field-based assignments. ED 521.01 is designed 
for inexperienced teachers. ED 52 1 .02 is designed 
for experienced teachers and advanced graduate 
students. Lea McGee 

John Savage 

ED 523 Administrative Supervision (F: 3) 

The course is designed for school personnel pre- 
paring for or currently in supervisory positions 
such as principals, supervisors, department heads, 
and team leaders. It deals primarily with supervi- 
sion of teachers at various school levels. 

Joan C. Jones 

PY 543 Psycho-Educational Prescriptions (S: 3) 

The focus is on techniques of synthesizing psy- 
chological and educational information into an 
effective, individually appropriate educational 
plan for children with special needs. Individual 
case study methods will be utilized. Not offered 
1993-94 The Department 

PY 547 Practicum/lnternship in School 
Psychology-I (F: 3) 

Prerequisite: Consent of Program Coordinator 

Beginning field experience in School Psychol- 
ogy. Students are placed in comprehensive K-12 
school systems under the supervision of a prac- 
ticing, certified school psychologist. Placements 
are in off-campus sites and require the student to 
be available at least two days per week during 
regular school hours (8 a.m.-3 p.m.). Boston 
College School Psychology majors only. 

The Department 

PY 549 Psychopathology (F, S: 3) 

Prerequisite: PY 444 or equivalent 

This graduate course examines selected DSM 
III disorders and considers diagnostic issues, his- 
torical changes, theoretical perspectives and re- 
search. Through case examples students will learn 
to conduct a mental status examination, diagnose, 
and interpret various forms of psychopathology. 
Counseling Psychology majors only. 

The Department 

ED 550 Management Use of Computers in 
Education (F: 3) 

What is the present and future role of computers 
in educational administration and management? 
In this course, this question is addressed in a va- 
riety of ways: through readings, lectures, discus- 
sion, and particularly through hands-on experi- 
ence in using microcomputers. Students will be 



given experience and assignments concerning 
word processing, telecommunications, databases 
and spreadsheets for educational management 
purposes. The machine used in this course by 
most students will be the Apple Macintosh, but 
for most of the assignments, with the instructor's 
approval, other machines and software may be 
used. No prerequisites. Walter Haney 

ED 557 The Administrator's Role in Curriculum 
Development (S: 3) 

This course emphasizes models of curriculum 
design, implementation, and evaluation from the 
perspective of the Catholic School administrator. 
The course examines research on Catholic 
Schools, curriculum development, thinking skills, 
and learning styles. Students have the opportu- 
nity to design a values oriented curriculum project 
applicable to their particular settings. Primarily 
for Catholic School Leadership Program. 

Kilhurn Culley 

PY/ED 560 Issues in Testing (S: 3) 

A consideration of substantive and methodologi- 
cal issues in the measurement of intelligence, ap- 
titude, achievement, personality, and other affec- 
tive constructs. Also, bias, testing of linguistic and 
cultural minorities, certification testing, item 
banking, and computerized testing. Not offered 
1993-94 George Madaus 

PY/ED 561 Evaluation and Public Policy (S: 3) 

This course will deal with the conceptual, theo- 
retical, and methodological issues underlying the 
use of social science research and evaluation stud- 
ies to inform public policies at the federal, state, 
and local levels. Case studies in which evaluation 
results have been used to justify new programs or 
existing ones will be stressed. The Department 

PY/ED 565 Quantitative Data Collection 
Procedures: Theory and Practice (F: 3) 

Concepts of reliability, validity, measurement 
error, sampling error, derived scores, norms and 
other measurement concepts are examined in 
terms of their applicability to the development 
and selection of tests, scales, questionnaires, check 
lists and other data collection procedures com- 
monly used in educational research. Not offered 
1 993-94 John A. Jensen 

PY 567 Psychological Assessment of Preschool 
Children 

Individual measures of the psychological devel- 
opment of children from infancy to preschool age 
(3 to 6 years) will be reviewed with emphasis on 
the administration, scoring, and interpretation of 
tests (e.g., Brazelton, Bayley Scales, the Stanford- 
Binet Intelligence Scale and the McCarthy Scales 
of Children's Abilities.) Not offered 1992-93; next 
offered 1993-94. The Department 

ED 569 Expectations and Evidence for 
Educational Technology (S: 3) 

The history and social role of technology in 
American society will be briefly reviewed. The 
course then focuses on several generations of edu- 
cational technology, including science laborato- 
ries, educational television and educational com- 
puting — and examines expectations and evidence 
regarding their educational effectiveness. Reasons 
for the contrasts between expectations and evi- 
dence will be examined. Students will undertake 
a project for the course on some aspect of educa- 



Graduate Arts and Sciences • Education • 43 



tional technology. The project will include both 
a literature review and some kind of research, 
using historical, survey, case study or experimen- 
tal methods. Walter Haney 

ED 576 Clinical Supervision for Cooperating 
Practitioners (F, S: 3) 

This course is designed to provide cooperating 
school practitioners the supervision skills needed 
to assist student teachers assigned to their class- 
rooms. By permission only. Kilburn Culley 

ED 577 Elementary Field Internship (F, S: 3) 

A semester field assignment (300+ clock hours) 
five full days per week for employed profession- 
als at the elementary school level. Prerequisites 
include successful completion of all required pre- 
practicum field assignments and courses. Appli- 
cation to the Field Office must be made the se- 
mester preceding the internship: by November 30 
for spring internships and by April 1 5 for fall in- 
ternships. Kilburn Culley 

ED 578 Curriculum Theory (S: 3) 

An introductory course in curriculum theory that 
covers such topics as ideologies of curriculum 
workers, the curricular structure of educational 
environments, methods of curriculum develop- 
ment, types of curriculum materials, evaluation of 
curriculum materials, and styles of curriculum 
evaluation. Michael S. Schiro 

ED 579 Educational Assessment of Learning 
Problems (F: 3) 

This course focuses on the development of 
teacher skills in task analysis, informal and formal 
non-discriminating educational assessment, and 
the interpretation of psychoeducational data 
across the range of mildly and moderately handi- 
capping conditions. Students administer a variety 
of instruments currently in use in elementary and 
secondary schools. Jean Mooney 

ED 580 Teaching the Special Needs Child in the 
Regular Classroom (F: 3) 

This course is designed to give the elementary 
school teacher an understanding of the major in- 
structional needs of mainstreamed special stu- 
dents. Emphasis is given to the role of the teacher 
as observer, manager and instructor. Through the 
pre-practicum experience, students develop skills 
in adapting instruction, managing classroom be- 
havior, promoting social acceptance, and coordi- 
nating the classroom learning environment. 

Jean Mooney 

ED 586 Curriculum Research Seminar: 
Mathematics and Literacy Education 

This course will explore relationships that might 
exist among the fields of mathematics education 
and literacy education (reading and the language 
arts). Students will both participate in ongoing 
research projects and carry out their own research 
projects. The major content areas that will be 
examined will be the similarities and differences 
between the curriculum materials that exist in lit- 
eracy and mathematics education, the instruc- 
tional procedures advocated for use in the two 
fields, the research traditions of the two fields, and 
the myths that guide practitioners within the two 
fields. Not offered 1992-93; next offered 1993-94 

Michael Schiro 



ED 587 Remedial Strategies (S: 3) 

Prerequisite: ED 579 or the equivalent 

Oriented toward the development of Indi- 
vidual Education Programs (IEP) including 
remediation of basic skills, content area modifi- 
cation, cognitive and metacognitive learning strat- 
egies, and monitoring techniques. By permission 
only Jean Mooney 

ED 588 Curriculum and Instructional Strategies 
for the Visually Impaired (S: 3) 

This course covers special subject matter adjust- 
ments and the "plus curriculum" of special skills 
for the visually handicapped learner. Activities 
include task analysis of special curriculum needs 
and writing adaptations to regular education cur- 
riculum. This course includes a prepracticum 
experience in materials adaptation in local public 
school programs. The Department 

ED 589 Behavior Management Strategies (F: 3) 

A study of the theoretical concepts and practical 
applications involved in classroom management. 
Methods studied include behavior modification, 
Life Space Interviewing, social learning, and Re- 
ality Therapy. Alec F. Peck 

ED 593 Introduction to Speech and Language 
Disorders (S: 4) 

Based on the development of normal children, 
this course will explore dysfunctions of speech and 
language which interfere with normal communi- 
cation and learning processes. Both the evaluation 
of language performance and the remediation of 
language deficits will be stressed. Students with 
prior course work in normal language acquisition 
may take this course for 3 credits. Anthony Bashir 

Kristine Strand 

ED 597 Guided Studies in Curriculum, 
Administration or Special Education (F, S: 1 -6) 

Under the guidance of a faculty member the stu- 
dent explores in depth the literature pertaining to 
some particular phase or issue regarding curricu- 
lum, administration, or special education. Cred- 
its to be determined. By arrangement. 

The Department 

ED 598 Introduction to Audiology (S: 3) 

The course is designed to assist those individuals 
who are working with the hearing impaired in an 
educational setting. Topics covered will include: 
basic acoustics, basic audiology, anatomy and 
physiology, etiology, pathology, and psycho-edu- 
cational implications of hearing loss, pediatric 
audiology and hearing aids. The course assumes 
no prior training in audiology and is intended for 
special education majors, but is open to all inter- 
ested students. The Department 

PY/ED 601 Technical Issues in Educational 
Policy Decisions (S: 3) 

Prerequisite: One year of statistics (PY/ED 468, 
PY/ED 469) 

Educational policy decisions assume models 
of the teaching and learning processes that are de- 
rived from educational research and theory. Un- 
derlying such decisions are technical issues 
that flow from logical analysis to understand the 
potential effectiveness of an educational policy. 
This course will explore the technical issues in- 
volved in currently contemplated policies such as 
a national test. Technical issues will include 
equating different tests, test fairness, test validity, 
evaluating school performance, and standard set- 
ting. Albert Beaton 



PY/ED 604 Secondary Data Analysis (F: 3) 

Prerequisite: One year of statistics (PY/ED 468, 
PY/ED 469) 

Many well-designed and implemented educa- 
tional data bases are now available for secondary 
data analyses. This course will review the advan- 
tages and disadvantages of using such data bases 
and present methods for acquiring and using the 
data from the National Assessment of Educational 
Progress, the National Longitudinal Study of the 
Class of 1972, the High School and Beyond 
Study, the National Educational Longitudinal 
Study of 1988 and other available data bases. 

Albert Beaton 

PY 61 1 Development and Learning in Infants 
and Preschoolers (S: 3) 

Prerequisite: PY 416 

Knowledge of development during infancy 
and early childhood is essential for an understand- 
ing of later behavior. This course will focus on the 
development of learning abilities, attachment, 
exploratory behavior, play and social develop- 
ment. Beth Casey 

ED 625 Managing Emerging Technologies 

This is an opportunity to study both the emer- 
gence and evolution of educational technologies 
including newer interactive computer systems, 
satellite delivery systems, and older technologies 
such as broadcast television or the telephone. 
Technologies will be reviewed with emphasis on 
decision making on budget, organization, man- 
power, time, facilities and maintenance as well as 
selection of systems for maximum effectiveness in 
the educational setting. Not offered 1992-93 

PY 640 Seminar in Group Counseling and 
Group Theory (F, S: 3) 

Prerequisite: Consent of instructor. Advance sign 
up in Counseling Psychology Office required. 
Limited to 1 5 students. 

Students participate in a 9-week experimen- 
tal group led by the instructor which focuses on 
group dynamics and the development of group 
norms. The remaining weeks of the semester in- 
volve discussions of the group experience and 
leadership role in the context of small group 
theory and research. Bernard O'Brien 

PY 643 Practicum in School Counseling N-9 (F, S: 3) 

Prerequisites: PY 440, PY 443 , PY 448, P Y 464 and 
consent of Program Coordinator. Sign up four 
months in advance in Campion 309. 

Open only to Boston College Counseling 
degree students seeking certification in school 
guidance counseling grades N-9. Practicum in- 
volves placement in a comprehensive school sys- 
tem half time in both fall and spring semesters. 
The fall semester includes a practicum field ex- 
perience. Minimum hours of practicum are 200 
per semester Students enroll for 3 credit hours 
each semester. The Department 

PY 644 Practicum in School Counseling, 5-12 
(F, S: 3) 

Prerequisites: PY440, PY446, PY448, PY465 and 
consent of the Program Coordinator. Sign up four 
months in advance in Counseling Psychology 
Office. 

Open only to Boston College counseling de- 
gree students seeking certification in school guid- 
ance counseling grades 5-12. Practicum involves 
placement in a comprehensive school system half 



44 • Graduate Arts and Sciences • Education 



time in both fall and spring semesters. The fall 
semester includes a prepracricum field experience. 
Minimum hours of practicum are 200 per semes- 
ter. Students enroll for 3 credit hours each semes- 
ter. The Department 

PY 646 Practicum in Counseling Adolescents 
and Adults I (F: 3) 

Prerequisites: PY440, PY446, PY448, PY465 and 
consent of the Program Coordinator. 

Sign up in Campion 309 four months in ad- 
vance of enrollment. Open only to Boston Col- 
lege Counseling degree candidates. Ordinarily 
this practicum involves a placement in a counsel- 
ing situation during the hours of 8:00 a.m. to 5:00 
p.m. two days per week (Monday through Friday). 
A total of 200 clock hours are required for the 
course. The Department 

PY 647 Practicum/lnternship in School 
Psychology II (S: 3) 

Prerequisite: PY 540, PY 464, PY 547, consent of 
the Program Coordinator. 

Second field experience in School Psychology. 
Students will sign up four months in advance of 
enrollment. Students are placed in a comprehen- 
sive K-12 school system under the supervision of 
a practicing, certified school psychologist. Place- 
ments are in off-campus sites and require the stu- 
dent to be available at least two days per week 
during regular school hours (8:00 a.m.-3 :00 p.m.). 
Boston College School Psychology majors only. 

The Department 

PY 648 Practicum in Counseling Children (F: 3) 

Prerequisite: Consent of Director; PY440, PY443, 
PY 448, PY 464; and consent of the Program 
Coordinator. Sign up in Campion 309 four 
months in advance of enrollment. 

Open only to Boston College Counseling 
degree candidates. Ordinarily this practicum in- 
volves a placement in a counseling situation dur- 
ing the hours of 8:00 a.m. to 5:00 p.m. two days 
per week (Monday through Friday). A total of 200 
clock hours are required for the course. Students 
work under direct supervision with actual clients, 
parents, and others. The Department 

PY 649 Health Psychology: Counseling Issues 

(F:3) 

An examination of the role of psychology in the 
health care system from empirical and clinical 
perspectives. The cognitive, emotional and social 
factors that contribute to wellness and illness will 
be addressed. The psychological issues involved 
in the treatment of acute, chronic, and terminal 
illness, and in the development of illness-preven- 
tion strategies will be explored. The dilemmas 
encountered by special populations in the health 
care system (e.g. people with AIDS, poor fami- 
lies, alcohol and drug abusers) will receive special 
emphasis. Mary Walsh 

ED 653 Personal Aspects of School Administrators 

This course offers the opportunity to reflect on 
various aspects of adult development-personal, 
moral, and spiritual. Theories of Levinson, 
Kohlberg, Ciilligan, and Fowler will be explored 
with emphasis on their application to the experi- 
ence of school administrators, in reference to their 
own personal development and the development 
of those for whom they are responsible. 
Not offered 1992-93 



ED 656 Administration of Local School Systems 

(F:3) 

The superintendent of schools has many audi- 
ences — the school board, parents, teachers, com- 
munity, and students, among others. This course 
will examine the relationship of the superinten- 
dent of schools with many publics through the 
utilization of readings, experiences, field trips and 
visiting lecturers. Ralph Edwards 

PY 662 Projective Assessment (S: 3) 

Prerequisite: Intellectual Assessment 

Theory, administration and interpretation of 
commonly used projective measures, including 
thematic, drawing, and sentence completion tech- 
niques. Students will learn how to integrate find- 
ings from cognitive and personality measures and 
to communicate results in a written report. Criti- 
cal issues in the use of these measures, including 
ethical, psychometric, social and legal concerns 
will be addressed. Case material will be used to 
illustrate the clinical applications of projective 
techniques. Limited to students in Counseling 
and School Psychology. Maureen Kenny 

PY 663 Neuropsychological Assessment 

Emphasis on neuropsychological evaluation. Re- 
view of central nervous system development cov- 
ering both structure and function. Evaluation 
techniques for diagnosis of brain dysfunction in- 
cluding visual, auditory, motor, language pro- 
cesses. Implications of these assessments for learn- 
ing disability and emotional functioning. Review 
of case materials. Enrollment limited to 20. Per- 
mission of instructor required. Not offered 1992- 
93; next offered 1 993-94. Irving Hurwitz 

PY/ED 664 Design of Experiments (S: 3) 

Prerequisite: One year of statistics (PY/ED 468, 
PY/ED 469) 

This course will present a survey of methods 
of experimental design, including theoretical 
foundations, statistical analyses, and practical ap- 
plications. Topics include basic experimental and 
quasi-experimental designs, sampling, and ran- 
domization techniques, power analysis, analysis of 
variance and covariance, and the validity of infer- 
ences. Practical issues such as missing data and the 
salvage of experiments will also be covered. 
Not offered 1993-94 

PY 665 Personality and Interest Assessment (F: 3) 

Prerequisite: PY 465 or equivalent 

A review of theories of personality and inter- 
est measurement in counseling. Intensive study of 
the construction, purpose, and interpretation of 
the most commonly used structured personality 
and interest inventories. Laboratory experience in 
use and interpretation of selected inventories. 

Kenneth Wegner 

ED 666 Courseware Authoring 

This course covers the use of computer authoring 
tools to develop educational software. Principles 
of programmed instruction and instructional de- 
sign will be covered and after instruction concern- 
ing specific authoring tools, students will develop 
an instructional software program using 
I lypercard on the Apple Macintosh or some other 
authoring tool (such as PILOT) on the Apple II 
or IBM-PC machines. Not offered 1992-93 



PY/ED 667 Introduction to Multivariate 
Statistical Analysis (F: 3) 

Prerequisite: One year of statistics 

This course addresses the construction, inter- 
pretation, and application of linear statistical 
models. Specifically, lectures and computer exer- 
cises will cover simple and multiple regression 
models: matrix operations; parameter estimation 
techniques; sources of multicollinearity; residual 
analysis techniques; partial and semipartial cor- 
relations; variance partitioning; dummy, effect, 
and orthogonal coding; and analysis of covariance. 

Larry Ludlow 

PY/ED 668 Topics in Multivariate Statistical 
Analysis (S: 3) 

Prerequisite: One year of statistics, and PY/ED 667 
or equivalent. 

This course provides lectures and examples in, 
and student analyses addressing: multiple group 
discriminant analysis, principal components and 
common factor analysis, multivariate analysis of 
variance, multidimensional scaling, and cluster 
analysis. Not offered 1993-94 Larry Ludlow 

PY/ED 669 Psychometric Theory 

Prerequisite: One semester of statistics and one 
semester of test construction 

This course presents a study of theoretical 
concepts, statistical techniques, and practical ap- 
plications in educational and psychological mea- 
surement. General topics include the history of 
measurement, Thurstone and Guttman scales, 
true-score theory and item response theory mod- 
els. Specific topics include Rasch model param- 
eter estimation, residual analysis, item banking, 
equating, and computer adaptive testing. 
Nor offered 1992-93; next offered 1993-94. 

Lany Ludlow 

ED 675 Consultation and Collaboration in 
Education (S: 3) 

This course provides students with a conceptual 
framework and specific strategies for participat- 
ing in multi-disciplinary evaluations of students, 
engaging in consultation and collaboration with 
students, parents and professionals in a variety of 
roles. Case studies include a broad range of stu- 
dents with special needs related to cultural/lin- 
guistic differences, economic disadvantage, and 
handicapping conditions. Consideration is given 
to issues of professional development and ethical 
standards. John Junkala 

ED 682 Administrative Internship: 
Multihandicapped and Deaf/Blind (F, S: 6) 

A twelve-week internship in an administrative 
capacity with a program serving multihandi- 
capped children. Students will be able to locate 
throughout the Eastern half of the United States 
and will participate in planning and evaluation of 
programs. Limited to students in the Multihan- 
dicapped Deaf-Blind Program. By arrangement 

Barbara McLetchie 

ED 685 Multidisciplinary Approach to Mental 
Retardation (F: 3) 

Prerequisite: Consent of the instructor 

Taught by multidisciplinary staff of the De- 
velopment Evaluation Clinic, Children's Hospi- 
tal Medical Center. Considers etiology, study, and 
treatment of retarded children and the coordina- 
tion of community services for their welfare. 



Graduate Arts and Sciences • Education • 45 



Opened to advanced graduate and post graduate 
students in the professional disciplines serving 
handicapped children. Students are supervised in 
observation and participation in a variety of clini- 
cal activities. Taught at Children's Hospital. 

Jean Zadig 

ED 686 Augmentative Communication for 
Persons with Severe Disabilities (S: 3) 

This course focuses upon the communication 
problems of persons who are developmentally 
disabled, physically challenged, hearing impaired, 
and deaf-blind. Students are exposed to commu- 
nication assessments for persons with severe dis- 
abilities. Students learn strategies for enhancing 
communication and learn how to develop and 
implement a variety of augmentative communi- 
cation systems. Barbara McLetchie 

ED 690 Seminar in Multidisciplinary 
Management Strategies (S: 3) 

Prerequisite: Permission of instructor 

This course presupposes a high level of pro- 
fessional competence of each student in his or her 
own discipline. Seminar meetings chaired by 
multidisciplinary staff of the Developmental 
Evaluation Clinic, Children's Hospital Medical 
Center. Designed to educate representatives of 
the medical and behavioral sciences in the roles 
played by other professions who serve handi- 
capped children and their families. Observations 
and participation in the study of selected children 
are used to develop awareness of and appreciation 
for the contributions of each discipline. Taught 
at Children's Hospital. Jean Zadig 

ED 720 Curriculum Theory and Philosophy (S: 3) 

An advanced-level course in curriculum theory 
covering such issues as ideologies of curriculum 
developers, methods of curriculum development, 
types of curriculum materials, styles of curricu- 
lum evaluation, and theories of the curriculum 
change process. For persons with teaching or 
curriculum experience. Michael S. Schiro 

ED 721 Remedial Reading Techniques (S: 3) 

Methods and materials appropriate for reading- 
disabled students, grades 1-12, will be studied. 
Techniques for those with severe skill deficien- 
cies as well as those with milder problems will be 
considered. Issues and research related to reme- 
dial reading introduction will be explored. 

Students will utilize existing approaches and 
devise their own. 

For students in the Graduate Reading Pro- 
gram, this is a pre-practicum and requires field- 
work. Lea McGee 

ED 724 Practicum in Educational Technology 
(F, S: 3) 

A field-centered study of applications and uses of 
technology in a variety of settings. Students will 
have the option of working with technology in an 
educational setting-instructional or administra- 
tive, in business or industry, or in any organiza- 
tion that offers a career opportunity for graduates 
of this program. The work of the students will be 
closely supervised by faculty members and by 
cooperating field practitioners. By arrangement 

Walter M. Haney 

ED 725 Reading Practicum (F, S: 6) 

A field assignment five full days per week for stu- 
dents in the Graduate Reading Program. Students 



are assigned to a full-day experience working in a 
setting in the role of a consulting teacher of read- 
ing. Candidates work under the joint supervision 
of a cooperating practitioner and a University 
supervisor. Approval of the Reading Program 
Coordinator is required. Prerequisites include 
successful completion of all required pre-practi- 
cum field assignments and courses. Application to 
the Field Office must be made the semester pre- 
ceding the practicum: by November 30 for spring 
practicums and by April 15 for fall practicums. 

John F. Savage 

ED 726 Reading Internship (F, S: 6) 

A semester field assignment five full days per week 
for professionals employed as consulting teach- 
ers of reading. Approval of the Reading Program 
Coordinator is required. Prerequisites include 
successful completion of all required pre-practi- 
cum field assignments and courses. Application to 
the Field Office must be made the semester pre- 
ceding the practicum: by November 30 for spring 
practicums and by April 15 for fall practicums. 

John F. Savage 

ED 727 Seminar in Science Education (S: 3) 

Restricted to individuals who have a science edu- 
cation emphasis in their graduate programs. Im- 
plications of current problems, issues and research 
in science education will be investigated. 

George T. Ladd 

ED 729 Controversies in Curriculum 

The course examines alternatives to the tradi- 
tional conceptions of curriculum, teaching and 
learning which have arisen over the past 20 years. 
The readings focus on four areas: the influence 
of culture on curriculum, critical or radical ap- 
proaches to curriculum, teaching and learning, 
relationships between literary and aesthetic theory 
and education and feminist writings on curricu- 
lum, teaching and learning. Not offered 1992-93 

Ralph Edwards 

ED 730 Theological Foundations of Catholic 
Educational Ministry 

This course is an invitation to reflect on the el- 
emental theological rational for Catholic School 
ministry, on visions and tactics for teaching and 
on institutional ethics. For experienced school 
personnel, the course is an opportunity to rekindle 
"the dreams of youth." For those newly engaged 
in school ministry, the course will provide a com- 
prehensive framework. Not offered 1992-93 

PY 740 Psychology of Women (S: 3) 

An examination of major theories and research 
topics in the field of the psychology of women: 
sex differences in achievement, morality, cogni- 
tion, aggression, and psychopathology; theory and 
research on origins of sex differences; sex and ra- 
cial bias in diagnosis and treatment; women's is- 
sues and implications for counseling; method- 
ological issues in conducting research in the above 
areas. Open to doctoral students only in 1993-94. 

Mary Brabeck 

PY 741 Advanced Seminar in Psychopathology 

(F:3) 

A developmental approach to understanding psy- 
chological disorders across the lifespan. The 
course will examine the relationship among the 
social, emotional and cognitive competencies that 
are important to achieving adaptation at each 



developmental level. Consideration of special 
populations, e.g., culturally diverse, homeless, 
people with AIDS. For advanced doctoral stu- 
dents. Maiy Walsh 

PY 743 Seminar in Counseling Families (S: 3) 

A study of basic family system theory and inter- 
vention strategies. Didactic approach includes 
role playing and case presentations. Concurrent 
clinical involvement with families is recom- 
mended. Mary Walsh 

PY 744 Psychology of Aging 

This course is open to Master's and doctoral level 
students who plan to work with an elderly popu- 
lation. A developmental approach to adult tran- 
sitions from young to middle to old age will be 
stressed. Topics will include developmental cri- 
ses of physical change; pre-retirement, post-re- 
tirement issues; alienation, loneliness, grief, de- 
pression, and approaching death. Theories of 
coping and adjustment will be approached from 
a preventative health care perspective. Not offered 
1992-93; next offered 1993-94. The Department 

PY 745 Biological Bases of Behavior (F: 3) 

This course will survey biological influences in a 
number of behavioral areas both normal and ab- 
normal. Genetic, neurological and psycho-physi- 
ological theory and research will be reviewed as 
these apply. Irving Hurwitz 

PY 746 Practicum in Counseling Adolescents 
and Adults II (S: 3) 

Prerequisite: PY 646 and consent of the Program 
Coordinator. 

This is the first advanced practicum in psycho- 
logical services and counseling with adolescents 
and adults. Students must sign up in Campion 309 
at least four months in advance of registration. 
Placements are in off-campus sites and require the 
student to be available at least two days per week 
(200 clock hours) during normal working hours. 
Boston College Counseling majors only. 

The Department 

PY 747 Practicum/lnternship in School 
Psychology III (F: 3) 

Prerequisite: PY 547, PY 647, and the consent of 
the Program Coordinator. Students must sign up 
in Campion 309 at least four months in advance 
of registration. 

Students are placed in a comprehensive K-l 2 
school system under the supervision of a practic- 
ing certified school psychologist. Placements are 
in off-campus sites and require the student to be 
available at least two days per week during nor- 
mal working hours (8:00 a.m.-3 :00 p.m.). Boston 
College School Psychology majors only. 

The Department 

PY 748 Practicum in Counseling Children II (S: 3) 

Prerequisite: PY 648 and consent of the Program 
Coordinator; sign up four months in advance in 
Campion 309. Boston College Counseling majors 
only. 

This is the first advanced practicum in coun- 
seling and psychological services with children. 
Placements are in off-campus sites and require the 
student to be available at least two days per week 
(200 clock hours) during normal working hours. 

The Department 



46 • Graduate Arts and Sciences • Education 



ED 750 Practicum in Educational Administration 
and Supervision (F, S: 3) 

A guided field experience which enables students 
to meet one of the certification requirements for 
the role of Supervisor/Director, Principal (N-6) 
(5-9) (9-12), School Business Administrator, Su- 
perintendent-Assistant Superintendent. A practi- 
cum is needed for each role together with ap- 
proved required courses. The student will spend 
at least 1 50 clock hours at the practicum site and 
be awarded three graduate credits upon success- 
ful completion. The practicum will be supervised 
and evaluated by a faculty supervisor and coop- 
erating practitioner. Students will be assigned 
clear administrative responsibilities for at least 
one-half of the practicum and full responsibilities 
for one or more assignments for a substantial part 
of the practicum. Performance is evaluated using 
Massachusetts Department of Education stan- 
dards. Application for placement must be com- 
pleted by April 15 for fall or first semester place- 
ment and by November 1 for spring or second 
semester placement. By arrangement. 

The Department 

ED 755 Administrative Theory and Leadership 

(F:3) 

This course is designed to study theories of ad- 
ministration and the historical changes that have 
taken place in them during the last fifty years. 
Research behind the theories will be addressed. 

Mary Griffin 

ED 763 Rorschach Testing (S: 3) 

Prerequisite: Projective Testing. The clinical use 
of the Rorschach Test for personality assessment 
of children and adults. 

See Boston College Summer Session Catalog. 

The Department 

ED 770 History and Theory of Higher Education 

(F:3) 

The objectives of this course are: an understand- 
ing of the evolution, functions, and problems of 
various types of higher education institutions; an 
appreciation of the role of higher education in 
promoting civic, economic and cultural life in a 
free society; an insight into the theoretical issues 
relative to purposes and methods of higher edu- 
cation; and an acquaintance with the major trends 
in college curriculum and instructional practice. 

Edward Power 

ED 771 Organization and Administration of 
Higher Education (F: 3) 

This course is designed to address patterns of or- 
ganization and administration of institutions of 
higher education. Institutional characteristics and 
locus of decision-making will be examined. 

Mary Griffin 

ED 772 Student Affairs Administration (S: 3) 

An interdisciplinary study and analysis of student 
personnel services and student development pro- 
grams in higher education. The course will focus 
on the student affairs profession — its history, 
philosophy, and ethical standards, the services it 
provides, and its practitioners. Special attention 
will be given to the relation of theory to contem- 
porary student affairs practice. In addition, the 
course will examine how changing forces in the 
demographic, social, legal and technological en- 
vironment of higher education affect fundamen- 
tal issues in professional practice. The investiga- 



tion of theory, research, and current issues in stu- 
dent affairs will be supplemented by an overview 
of student functions in colleges and universities. 
Required course for all M.A. candidates in Higher 
Education. Karen Arnold 

ED 773 College Teaching (S: 3) 

Planning, organizing, delivering, and evaluating 
learning experiences for college students will be 
examined with special emphasis on research find- 
ings and new technologies. The Department 

ED 774 The Community-Junior College (S: 3) 

An examination of the history, values, functions, 
and purposes of the community-junior college, 
with attention given to the relationship of the 
community-junior college to higher education 
and American society. The Department 

ED 776 Critical Issues Within Continuing 
Education (F: 3) 

Student demographics and trends for the nineties 
commit institutions to recruiting non-traditional 
students who seek the necessary tools to improve 
the quality of their personal and professional lives. 
Surveying the factors affecting this growth in- 
clude determining organizational structure; as- 
sessing continuing education units; analyzing 
political complexities; uncovering unique adult 
learning styles and behavior; committing funds to 
adult learning programs; and encouraging coop- 
eration between agencies. The comparative ad- 
vantages of educational services offered by librar- 
ies, associations, businesses, proprietary schools 
and universities will be contrasted. 

James Woods, S.J. 

PY 778 Theories in Student Development (F: 3) 

An intensive introduction to the theoretical and 
research literature in college student development 
and related interdisciplinary fields. Basic concepts, 
theory, and current research in the field will be 
studied and discussed. Special attention will be 
given to the implications of ethnicity, age, gen- 
der, and other individual differences on the de- 
velopment of students. Required course for all 
students in Higher Education. Karen Arnold 

ED 779 Global and Comparative Systems in 
Higher Education (S: 3) 

This course is a systematic attempt to examine 
how higher education systems are organized and 
governed in a variety of countries. A cross-na- 
tional inquiry will allow us to understand the 
unique components and institutional character- 
istics. Further, how each system itself determines 
action and change and thereby shapes a certain 
institutional form will be the focus of this course. 

Ted I.K. Youn 

ED 782 Student Teaching: Intense Special 
Needs (F, S: 3) 

ED 783 Internship: Educator of the Visually 
Handicapped (F, S: 3) 

The advanced student in the Educator of the Vi- 
sually Handicapped Program is assigned to a 
school for teaching/consultant experiences under 
the supervision of the cooperating school staff as 
well as B.C. Faculty. By arrangement 

Richard M. Jackson 

ED 800 Readings and Research >n History and 
Philosophy of Education (F, S: 3) 

Open only to advanced doctoral students. By ar- 
rangement. The Department 



PY 81 1 Seminar in Effects of Early Experience 

This course is divided into two parts, both deal- 
ing with different types of early experiences. The 
first part deals with the recent status of heredity- 
environment controversies in the areas of race, 
social class and sex differences. The second part 
involves an in-depth analysis of stress factors dur- 
ing the early years. Poverty and methods of early 
intervention are discussed. Family stress factors 
such as divorce and day care are analyzed from a 
family systems approach, and the effects of alter- 
native family- rearing patterns such as single par- 
ent families and step-families are analyzed. Not 
offered 1992-93; next offered 1993-94. Beth Casey 

PY 8 1 3 Seminar in Social Development and 
Parenting 

This seminar will focus on the social development 
of the child and the influence of parenting vari- 
ables on social development. The course will be- 
gin with an examination of theoretical perspec- 
tives (psychoanalytic, social learning, cognitive 
developmental, and ethological) and will then 
turn to a critical examination of current research 
in social cognition and current methods of study- 
ing social interaction in children. Not offered 1 992- 
93; next offered 1993-94. Martha Bronson 

PY 8 1 4 Seminar in Psychology of Adulthood 

(S:3) 

Prerequisite: Permission of the instructor 

Topics will include: historical and cross-cul- 
tural perspectives, life cycle theory; psychologi- 
cal needs; physiology; interpersonal relations; 
androgyny; sexuality; vocational needs; 
generativity; deviant behavior; family life; integ- 
rity and aging; facing death; and the special edu- 
cational needs of adults. Not offered 1993-94 

John Dacey 

PY 8 1 7 Seminar in Adolescent Psychology 

In addition to reviewing theory and recent re- 
search, students will participate in a research 
project on adolescence. Not offered 1992-93; next 
offered 1993-94. John Dacey 

ED 819 Educational Change: The 
Communication of Innovations (S: 3) 

Prerequisite: ED 720, ED 914, or consent of in- 
structor 

This course will examine how change that 
effects occupational behavior takes place within 
organizations and individuals as a result of the 
intentional behavioral interventions of change 
agents. Both theoretical frameworks and case 
studies will be examined to help course partici- 
pants obtain a perspective on possible roles they 
might take as educational change agents and the 
type of responses that might be expected from 
such interventions. Ways of obtaining both mon- 
etary funding and community/organizational sup- 
port for innovation projects will be examined. 

George T Ladd 

ED 821 Practicum in Science Education 
(Independent Study) (F, S: 3) 

A specialized course for graduate students wish- 
ing to carry out supervised independent curricu- 
lum development, in-service training of teachers, 
proposal writing, and/or research in the field of 
Science Education or related areas. The seminar 
meetings will be devoted to discussions centering 
on the various student projects and their impli- 
cations to each other and the field in general. The 



Graduate Arts and Sciences • Education • 47 



student is asked to get the consent of the instruc- 
tor before registering for the course. 

George T. Ladd 

PY/ED 829 Design of Research (F, S: 3) 

This course considers topics pertaining to the 
conduct of research. Topics examined will include 
stating research problems and hypotheses, sam- 
pling strategies, operationalizing variables, ethi- 
cal concerns in conducting research, and the limits 
of research. A large part of the course is devoted 
to methodological strategies associated with var- 
ied research designs, including qualitative, histori- 
cal, single subject, survey, experimental, quasi- 
experimental, and correlational. John A. Jensen 

PY 840 Seminar: Professional Issues in 
Counseling Psychology (F: 3) 

Prerequisites: Consent of Director of Training 

An advanced seminar focusing primarily on 
ethical and legal issues in counseling psychology. 
Topics will also include: certification and licens- 
ing, accreditation, professional identity, the his- 
tory of counseling psychology, and future devel- 
opments in professional psychology. Open to 
doctoral students in counseling psychology only. 

The Department 

PY 841 Seminar in Evaluation and Research in 
Counseling (F: 3) 

Prerequisite: Doctoral students in Counseling Psy- 
chology only. Sign up in the Counseling Psychol- 
ogy office in advance. 

A study of experimental designs in psycho- 
therapy research, uniformity assumptions, pro- 
cess-outcome confusion and criterion measure- 
ments. Methodological approaches include natu- 
ralistic-correlational studies and observations, 
generalist-manipulative and factorial designs as 
well as single case design. An examination of re- 
search on counselor characteristics, client vari- 
ables and treatment approaches. Bernard O'Brien 

PY 842 Seminar in Counseling Theory (S: 3) 

Prerequisite: Doctoral students in Counseling Psy- 
chology only. Sign up in Campion 309 in advance. 
An analysis of major theories of counseling 
and psychotherapy. Students will be asked to ex- 
plore these theories from the perspective of their 
position in the history of psychology and in light 
of their current usefulness. The seminar will also 
focus on helping students integrate research and 
counseling techniques into a coherent frame of 
reference for their own work with clients. By ar- 
rangement. Sandra Crump 

PY 843 Seminar in Career Development (S: 3) 

Prerequisite: PY 448 or equivalent. Sign up four 
months in advance in Campion 309. Boston Col- 
lege doctoral students in Counseling Psychology 
only. 

Research methodology and findings related to 
key aspects of career theory and behavior are cri- 
tiqued. Research related to gender differences and 
racial/ethnic issues is also highlighted. 

Donna Moilanen 

PY 844 Seminar in Counseling Supervision (F: 3) 

Prerequisite: Sign up in the Counseling Psychol- 
ogy Office in advance. Doctoral students in Coun- 
seling Psychology only. 

Methods and techniques of supervising coun- 
selor trainees in counseling practicum, internship, 
or in-service training programs. Designed for the 
advanced graduate student who is planning to 



become a counselor supervisor or counselor edu- 
cator. Sandra Crump 

PY 845 Seminar in Group Theory and Research 
(S:3) 

Prerequisite: PY 640 or equivalent. Sign up in the 
Counseling Psychology Office in advance. Doc- 
toral students in Counseling Psychology only. 

The theory and research on small group 
therapy is surveyed. Emphasis is placed on a criti- 
cal review of both theoretical and methodologi- 
cal issues related to the process and outcome as- 
pects of small-group functioning. Students will be 
expected to focus on one aspect of small-group 
functioning in the process of conducting a review 
of the literature and developing a research pro- 
posal to address the identified issues. Offered 
1993-94 

PY 846 Advanced Pre-internship Counseling 
Practicum (F: 3) 

Prerequisite: PY 746 or equivalent and consent of 
Director of Training. Boston College doctoral 
students in Counseling Psychology only. 

Students must sign up in Campion 309 the 
preceding semester. Placements require the stu- 
dent to be available at least two days per week 
during normal working hours (Mon.-Fri. 8 a.m.- 
5 p.m.) Placements and practica seminars are for 
both semesters. Satisfactory completion of this 
course is a prerequisite for the doctoral internship. 

Work under supervision with clients needing 
counseling for any of the reasons usually occur- 
ring in a counseling agency. By arrangement 

Mary Walsh 

PY 847 Practicum/lntemship in School 
Psychology IV (S: 3) 

Prerequisites: PY 747 or equivalent and consent of 
the Program Coordinator. 

Students must sign up in Campion 309 at least 
four months in advance of enrollment. Place- 
ments are in off-campus sites and require the stu- 
dent to be available at least two days per week 
during normal working hours. Students work 
under qualified psychological supervision in a 
school, hospital, clinic, or in any location where 
exemplary learning experiences may be obtained. 
The facility or location of placement must con- 
cern itself with the evaluation, treatment and 
remediation of learning and adjustment difficul- 
ties of children between the ages of three and 
twenty-one. Boston College School Psychology majors 
only. The Department 

PY 849 Doctoral Internship in Counseling 
Psychology (F, S: 1-2) 

Prerequisite: Consent of Director of Training. 
Minimum of 400 clock hours of counseling prac- 
ticum (e.g., PY 646, 746, 846). Boston College 
Doctoral Candidates in Counseling Psychology 
only. Internships usually cover a calendar year 
beginning in July. Thus, applications must be 
submitted in November of the preceding year. 

Students must complete the equivalent of one 
full year in internship either half-time for four se- 
mesters (1 credit hour per semester), or full time 
for two semesters (2 credit hours per semester). 
Placement in an approved counseling setting for 
supervised psychodiagnostic and interviewing 
experience with clients, group counseling and 
other staff activities. By arrangement 

849.01 (1 credit) Sandra Crump 

849.02 (2 credits) Sandra Crump 



PY/ED 851 Qualitative Research Methodologies 

(S:3) 

The study of qualitative research methodologies 
appropriate for educational problems and issues 
which are of a sociological, anthropological or 
cultural nature. After tracing the rise of interest 
in qualitative methods in educational research, the 
course will address strategies for problem identi- 
fication, data gathering and analysis using quali- 
tative methods. Among the specific methods cov- 
ered in the course will be case studies, participant 
observations, transcript analysis and pictoral rep- 
resentation and analysis. Walter Haney 

ED 852 Administrative Communication 

This course is designed to help you acquire a bet- 
ter understanding of the issues associated with 
communicating effectively as an administrator in 
a diverse society. The course examines the inter- 
play between classic communication issues (orga- 
nizational structure, verbal and non-verbal style 
communication, personality type, conflict man- 
agement, written communication, listening skills, 
etc.) and diversity (race, class, gender, and power). 
Not offered 1992-93 

ED 853 School Business Management (S: 3) 

Prerequisite: ED 452 

This seminar will consider in depth the ma- 
jor sources of school financial support. There will 
be special emphasis on the evaluation of the cur- 
rent state aid and federal programs. Students will 
focus on financial planning and sound business 
management practices operative in school sys- 
tems. Each student will complete an independent 
study in one area of school business management. 

Vincent Nuccio 

ED 857 School Plant Planning (S: 3) 

This course will consider criteria for adequate 
school plants, building operations and manage- 
ment; the relation between the educational pro- 
gram and school facilities; site selection; building 
layout; and financing procedures. Special empha- 
sis will be placed on the evaluation of existing 
school plants, rehabilitation, and energy conser- 
vation. The course includes visits to new and re- 
cently rehabilitated school buildings. 

Vincent Nuccio 

ED 859 Projects and Research in Curriculum, 
Administration and Special Education (F, S: 1 -6) 

Under the direction of a faculty member who 
serves as Project Director, a student develops and 
carries to completion a significant study. Approval 
by the faculty member is required prior to regis- 
tration. By arrangement The Department 

PY/ED 860 Survey Methods in Educational and 
Social Research (F: 3) 

Prerequisite: One year of statistics 

The design of surveys and assessments, in- 
cluding sampling theory, instrument develop- 
ment, and administering surveys, including train- 
ing survey administrators, quality control, data 
coding, data reduction, statistical analysis and 
inference, report writing, and presentation of re- 
sults. Practical issues such as using available sam- 
pling frames and minimizing non-response will 
also be covered. Not offered 1993-94 

Albert Beaton 



48 • Gr\i>i \n Arts and Sciences • Education 



PY/ED 861 Construction of Attitude and 
Opinion Questionnaires 

This course is usually taken as the first ot a two- 
course sequence with the second semester PY/ED 
860 Survey Methods in Education and Social 
Research (see above). Techniques for the con- 
struction and analysis of attitudinal and opinion 
questionnaires will be covered. Topics include 
Liken scales, Thurstonian scales, Guttman scales, 
ratio-scaling procedures. A survey instrument 
containing a variety of scales and analysis plans for 
a survey conducted using the instrument will be 
developed. The use of advanced computer data 
anal\ sis systems. Not offered 1992-93; next offered 
1993-94. Ronald Nuttall 

PY/ED 863 Internship in Educational Research 

(F,S:1-3) 

Students working toward a degree in Educational 
Research will be placed in one or more educa- 
tional research settings to work with local staff and 
Department faculty in planning, conducting, ana- 
lyzing and reporting phases of one or more 
projects relating to the evaluation of educational 
programs. By arrangement. The Department 

ED 873 Curriculum Development and Design in 
Higher Education (F: 3) 

This course focuses on the evolution of the 
American college and university curriculum. First, 
it will examine the historical development of the 
curriculum with a particular emphasis on the de- 
velopment of the liberal arts curriculum. It will 
further review a variety of curricular models and 
innovations. Finally, it will examine a number of 
conceptual and methodological tools used in plan- 
ning and assessing curricular models. Many ex- 
amples and case studies of contemporary institu- 
tional innovations will be reviewed. Students are 
encouraged to take ED 770 prior to this course, 
although it is not required. Not offered 1993-94. 

Ted Youn 

ED 874 Strategic Planning and Policy Analysis 

Modern universities and colleges are increasingly 
faced with complex problems of institutional plan- 
ning and organizational uncertainties. How does 
analysis help to make appropriate choices and why 
are certain forms of policy analysis more effective? 
Arc there any systematic connections between the 
process where the problem is defined and the 
process of implementation? How does the level 
of available knowledge and information help in- 
stitutions to solve their policy problems? In many 
respects, these questions are common to many 
governmental policy-making organizations, and 
will be studied. This course will review a variety 
of conceptual models of policy-making and plan- 
ning that are developed in economics and politi- 
cal science. It will particularly study those that 
might be useful to higher education. The course 
will examine many existing tools and methods of 
planning and problem solving in organizations. It 
may be helpful to students to have some exposure 
to social science courses related to decision-mak- 
ing such as courses in political science, econom- 
ics, and social psychology; but they are not re- 
quired. Not offered 1 992-93; next offered 1 993-94 

Ted IK. Youn 

ED 876 Financial Management in Higher 
Education (S: 3) 

The acquisition and allocation of funds in insti- 
tutions of higher education is studied. Financial 



management emphasis includes an introduction 
to fund accounting, asset management, capital 
markets and sources of funds, financial planning, 
and endowment management. Included also are 
specific techniques used in financial analysis; e.g., 
break-even analysis and present value techniques. 

Francis Campanella 

ED 878 The College, Courts and the Law (F: 3) 

An examination of court interpretations of con- 
stitutional issues that affect higher education. 
Utilizing the case approach, the course will focus 
on topics such as due process for faculty and stu- 
dents, tenure, academic freedom, collective bar- 
gaining, and affirmative action. The Department 

ED 879 Seminar on the Higher Education of 
Women (S: 3) 

This seminar will focus on the interdisciplinary 
study of women in American higher education. 
Contemporary theory, research, and critical issues 
will be considered as they apply to undergradu- 
ate and graduate students, faculty, administrators, 
and student affairs practitioners. The interaction 
of gender and institutional characteristics and 
practices will be the foundation for the investiga- 
tion of gender issues in the history of higher edu- 
cation; college entrance testing; teaching; class- 
room dynamics, and the curriculum; faculty and 
administrative cultures; career preparation; social- 
ization of graduate students and student life. 
Not offered 1 993-94 Karen Arnold 

ED 880 Contemporary Issues in Special 
Education 

An advanced seminar for doctoral students in 
Special Education and Rehabilitation. Students 
will research, compile, and present defensible 
positions on an array of contemporary problems 
and issues in special education and rehabilitation. 
Familiarity with pertinent literature will be em- 
phasized and stress will be placed on students' 
abilities to write at a professional level. Not offered 
1 992-93; next offered 1 993-94. The Department 

ED 888 Master's Interim Study (F: 0-S: 0) 

All Master's students who have completed their 
coursework and are preparing for comprehensive 
exams must register for this course. 

Anabel Casey 

PY 910 Projects in Educational Psychology (F: 3) 

By arrangement The Department 

PY 91 1 Seminar in Cognitive Processes (F: 3) 

This seminar focuses on the individual differences 
in cognition. It examines differences in how in- 
dividuals think and learn. Differences in terms of 
gender, learning disabilities, and handedness will 
be examined. Within-group individual differences 
will be studied. For example, we will examine in- 
dividual differences within women and girls, as 
well as differences between males and females. 

The biologically-based theories (focusing on pat- 
terns of brain organization) and the environmen- 
tally-based theories (focusing on the contribution 
of socialization factors) have produced two sepa- 
rate streams of research. We will review both lit- 
erature sets and explore mechanisms for studying 
the interaction between biology and environment. 

The fit between the individual and the environ- 
ment and the implications of this fit for school and 
job functioning will be addressed. 
Not offered 1 993-94 Beth Casey 



PY 913 Seminar in the Theories of Motivation 

Prerequisite: Permission of the instructor 

A study of traditional theories (James 
McDougall, Freud, Murray, Harlow, Maslow, 
Cronbach) and contemporary motivational sys- 
tems (drive-reduction, self-stimulation, approach- 
withdrawal, arousal and reinforcement). Particu- 
lar attention will be given to implications for class- 
room procedures. Not offered 1 992-93; next offered 
1993-94. John Trovers 

PY 915 Culture and Psychology (S: 3) 

This course will explore select psychological con- 
structs and processes, for example, the self, fam- 
ily and community relations, and suffering, to- 
wards a rethinking of the relationship of culture 
and psychology and its implications for intercul- 
tural collaboration and action. Brinton Lykes 

PY 916 Seminar in the Theories of Child 
Development (F: 3) 

Prerequisite: Permission of the instructor 

An examination of the developmental se- 
quence with particular emphasis upon physical, 
intellectual, emotional, and social aspects. Special 
attention will be given to particular topics or theo- 
ries that illustrate either phases of development 
or emphasize the interrelated nature of develop- 
ment (for example, heredity, language develop- 
ment, and socialization). Not offered 1993-94 

ED 917 Life Span Development 

Students in this seminar will use longitudinal re- 
search studies to examine the coherence of indi- 
vidual differences from infancy through adult- 
hood. Sources of continuity and discontinuity will 
be examined. Topics will include attachment re- 
lationships, personality, social, and cognitive de- 
velopment. Longitudinal studies examined will 
include the Berkeley Growth Studies, the Block 
Project, the Minnesota Project, the work of 
Michael Rutter and colleagues, and others. Not 
offered 1992-93 The Department 

ED 91 9 Readings and Research in Developmental 
and Educational Psychology (S: 3) 

The Department 

PY 940 Projects in Counseling Psychology (F, S: 3) 

Open to advanced students only. Independent, 
directed study. By arrangement The Department 

PY 941 Dissertation Seminar in Counseling and 
Developmental Psychology (F: 3) 

Prerequisite: Advanced Statistics and Research 
Design. Permission of the instructor. Sign up in 
Campion 309 in advance. 

Open to doctoral students in Counseling and 
Developmental Psychology. Focus will be on re- 
search topics relevant to psychology. Designed to 
assist students in preparation of a formal doctoral 
dissertation proposal. Students must present a 
draft proposal for faculty and student reaction. An 
acceptable dissertation proposal is required for 
completion of the course. Kenneth Wegner 

ED 950-951 Dissertation Seminar in Curriculum, 
Administration and Special Education (F: 0-S: 3) 

This is a student-centered seminar which is aimed 
at assisting doctoral students in identifying, shap- 
ing, and defining a research topic. Students will 
be expected to develop an Intent to Propose a 
Thesis and work toward the development of a full- 
scale draft of a Thesis proposal. Prior to the 
completion of the seminar, students will be ex- 



Graduate Arts and Sciences • English • 49 



pected to have established their Thesis Commit- 
tee. This course meets every other week for the 
entire year. Maty Griffin 

ED 953 Advanced Seminar in Supervision (S: 3) 

An advanced seminar for doctoral students in 
Curriculum, Instruction and Administration, or 
with permission of professor. This seminar will 
concentrate on current and recent major issues in 
the area of supervision and evaluation. Students 
will submit papers and give oral presentations on 
selected topics. Knowledge of current research 
and literature will be stressed. Attention will be 
given to the application of supervision as it relates 
to the entire school system. Participants will com- 
plete a project which involves a field study in a 
selected school system. 

This is an advanced course to follow ED 456 
and is most useful to principals, superintendents 
and central office personnel. Not offered 1993-94. 

The Department 

ED 958 Internship in Educational 
Administration (F, S: 3-6) 

A two-semester guided field experience consist- 
ing of 300 clock hours for students enrolled in 
doctoral programs. (Advisor and student should 
plan for the internship when developing the doc- 
toral program and the type of placement and role 
description should be determined.) Application is 
to be completed by April 15 for fall semester 
placement and by November 30 for spring semes- 
ter placement. Interns will be assigned a faculty 
supervisor and a cooperating practitioner. 

Interns will maintain a journal of reflections 
on professional aspects of the experience and keep 
a log of time spent in specific activities. Three self- 
evaluations will be completed during the experi- 
ence and submitted to the faculty advisor and 
cooperating practitioner. Interns will be evaluated 
by the faculty advisor and cooperating practitio- 
ner. 

The internship experience (300 clock hours) 
may be used as the field experience requirement 
for the purpose of certification in one area of ad- 
ministration. The areas are listed under the course 
description for ED 750. If you intend to use the 
internship for the purpose of certification you 
must declare the intent. The Department of Edu- 
cation must clear and authorize the placement site 
for the internship and proper paperwork must be 
submitted. If you wish certification in a given area 
you must complete the courses required for the 
certificate. It is critical that you work closely with 
your advisor to insure that all the necessary 
courses are completed. By arrangement 

Ralph Edwards 

ED 960 Seminar in Educational Measurement 
and Research 

Consideration of recent literature dealing with 
theoretical and procedural developments in mea- 
surement, evaluation, and research methodology. 
Not offered 1992-93; next offered 1993-94. 

The Department 

ED 961 Projects in Educational Research and 
Measurement (F, S: 1-3) 

Open to advanced students only. Credits to be 
determined. By arrangement. The Department 



ED 969 Teacher Education: A Global Perspective 

Learning and teaching will have to encompass 
new methodologies, new skills, new attitudes, and 
new values to enable students to live in a world of 
rapid change. This course will explore issues of 
global dimensions: environment, hunger, terror- 
ism, aging, women, spirituality, etc. Teachers will 
pursue the meaning of innovative and alternative 
education. Practical aspects of curriculum change 
to a global consciousness will be discussed and 
analyzed. Not offered 1992-93 

ED 970 Case Studies and Decision-Making in 
Higher Education (S: 3) 

This course is designed to study present-day con- 
cerns and situations on campuses of higher edu- 
cation institutions by means of the case study 
approach. The art and science of decision-mak- 
ing are major factors in every case. Mary Griffin 

ED 972 Colloquium in Higher Education (S: 3) 

A study and discussion of student cultures and 
values, the college experience and environment, 
and their interaction, in American and interna- 
tional settings. A study of contemporary student 
protests and its implications will be included in 
the colloquium. Not offered 1993-94 

The Department 

ED 973 Seminar in Research in Higher 
Education (F: 3) 

This is an advanced-level seminar on selected 
topics in higher education. Specific topics, such 
as research problems in the historical analysis of 
higher education, research problems in organiza- 
tions and governance in higher education, or re- 
search problems in student culture will be an- 
nounced in each year. The seminar is designed to 
encourage graduate students to seek their research 
topics. Students may enroll in the seminar with 
advisor's approval. Not offered 1993-94. 

Ted l.K. Youn 

ED 975 Internship in Higher Education 
(F: 3-6, S: 3-6) 

A one-semester guided field experience for stu- 
dents enrolled in higher education programs. Stu- 
dents will select an educational placement at Bos- 
ton College or an area college, university, or 
higher education agency. Under professional su- 



pervision the student will participate in the on- 
going work of the office and be responsible for 
appropriate assignments. Bi-monthly internship 
meetings will address educational issues and skills 
development in professional practice and exam- 
ine the relation of student projects to theory and 
research in higher education. By arrangement 

Karen Arnold 

PY/ED 986 Dissertation Division Seminar for 
Counseling, Developmental Psychology and 
Research Methods (S: 3) 

PY/ED 988 Dissertation Direction (F, S: 3) 

Prerequisite: Consent of academic advisor 

All advanced doctoral students are required to 
register for six credit hours of dissertation related 
coursework, at least three of which are 988. The 
other three are usually the Dissertation Seminar 
for the student's area of concentration. By ar- 
rangement The Department 

PY/ED 998 Doctoral Comprehensives (F: 0-S: 0) 

All doctoral students who have completed their 
course work, are not registering for any other 
course, and are preparing for comprehensive ex- 
ams must register for this course to remain active 
and in good standing. The Department 

PY/ED 999 Doctoral Continuation (F: 0-S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to use of University facilities (li- 
brary, etc.) and the privilege of auditing infor- 
mally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. When registering for 
PY/ED 999, students must use the section num- 
ber assigned to their dissertation directors to as- 
sure proper record keeping. It is important to note 
that doctoral continuation may be taken for a lim- 
ited period of time while working on the disser- 
tation. All requirements for the doctorate must be 
completed in eight years. A formal petition for 
extension of time must be submitted and permis- 
sion granted to continue in a doctoral program 
beyond the eight year period. The Department 



N 



L 



FACULTY 

P. Albert Duhamel, Professor Emeritus; B.A., 
College of the Holy Cross; A.M., Boston College; 
Ph.D., University of Wisconsin 

John J. Fitzgerald, Associate Professor Emeritus; 
A.B., Boston College; A.M., Ph.D., Fordham 
University 

Daniel McCue, Jr., Associate Professor Emeritus; 
A.B., Boston College; A.M., Ph.D., Columbia 
University 

John H. Randall, III, Associate Professor Emeritus; 
A.B., Columbia University; A.M. University of 
California at Berkeley; Ph.D., University of Min- 
nesota 



H 



Joseph McCafferty, Assistant Professor Emeritus; 
A.B., A.M., Boston College 

Joseph A. Appleyard, S.J., Professor; A.B., Bos- 
ton College; Ph.D., Harvard University 

J. Robert Barth, S.J., Professor; Ph.D., Harvard 
University 

Rosemarie Bodenheimer, Professor; A.B., 
Radcliffe College; Ed.M., Harvard University; 
Ph.D., Boston College 

Leonard R. Casper, Professor; A.B., A.M., Ph.D., 

University of Wisconsin 

Adele M. Dalsimer, Professor; A.B., Mt. Holyoke 
College; M.S., Hunter College; Ph.D., Yale Uni- 
versity 



50 • Graduate Arts and Sciences • English 



Richard E. Hughes, Professor; A.B., Siena Col- 
lege; A.M., Boston College; Ph.D., University of 
Wisconsin 

Paul Lewis, Professor; A.B., City College of New 
York; A.M., University of Manitoba; Ph.D., Uni- 
versity of New Hampshire 

Robin R. Lydenberg, Professor; A.B., Barnard 
College; A.M., Ph.D., Cornell University 

John L. Mahoney, Professor; A.B., A.M., Boston 
College; Ph.D., Harvard University 

John J. McAleer, Professor; A.B., A.M., Boston 
College; Ph.D., Harvard University 

Kristin Morrison, Professor; A.B., Immaculate 
Heart College; A.M., St. Louis University; Ph.D., 
Harvard University 

Richard J. Schrader, Professor; A.B., Notre Dame 
University; A.M., Ph.D., Ohio State University 

E. Dennis Taylor, Professor; A.B., College of the 
Holy Cross; A.M., Ph.D., Yale University 

Christopher P. Wilson, Professor; A.B., Princeton 
University; Ph.D., Yale University 

Judith Wilt, Professor, Chairperson of the Depart- 
ment; A.B., Duquesne University; Ph.D., Indiana 
University 

Henry A. Blackwell, Associate Professor; A.B., 
Morgan State College; M.A., Ph.D., University 
of Chicago 

Robert L. Chibka, Associate Professor; B.A., Yale 
University; M.F.A., University of Iowa; M.A., 
Ph.D., Cornell University 

Mary Thomas Crane, Associate Professor; A.B., 
Harvard College; A.M., Ph.D., Harvard Univer- 
sity 

Paul C. Doherty, Associate Professor; A.B., Col- 
lege of the Holy Cross; A.M., Boston University; 
Ph.D., University of Missouri 

Carol Hurd Green, Adjunct Associate Professor; 
B.A., Regis College; M.A., Georgetown Univer- 
sity; Ph.D., George Washington University 

Dayton Ha skin, Associate Professor; A.B., Univer- 
sity of Detroit; A.M., Northwestern University; 
B.D., University of London; Ph.D., Yale Univer- 
sity 

Robert Kern, Associate Professor; A.B., City Col- 
lege of New York; A.M., Ph.D., Harvard Univer- 
sity 

Joseph A. Longo, Associate Professor; B . S . , M . Ed . , 
A.M., Ph.D., Rutgers University 

John F. McCarthy, Associate Professor; A.B., 
Harvard University; A.M., Ph.D., Yale Univer- 
sity 

Robert E. Reiter, Associate Professor; A.B., St. 
Bonaventure University; Ph.D., University of 
Michigan 

Frances L. Restuccia, Associate Professor; B.A., 
M.A., Occidental College; Ph.D., University of 
California at Berkeley 

Alan Richardson, Associate Professor; A.B., 
Princeton University; A.M., Ph.D., Harvard 
University 



Cecil F. Tate, Associate Professor; A.B., Univer- 
sity of Maryland; A.M., Ph.D., Emory University 

Andrew J. Von Hendy, Associate Professor; A.B., 
Niagara University; A.M., Ph.D., Cornell Uni- 
versity 

James D. Wallace, Associate Professor; B.A., 
Earlham College; M.A., Bread Loaf School of 
English; Ph.D., Columbia University 

William Youngren, Associate Professor; A.B., 
Amherst College; A.M., Ph.D., Harvard Univer- 
sity 

Raymond G. Biggar, Assistant Professor; A.B., 
Bowdoin College; M.A.T., Harvard University; 
Ph.D., University of Wisconsin 

Anne Fleche, Assistant Professor; B.A., State Uni- 
versity at Buffalo; M.A., Ph.D., Rutgers State 
University 

Suzanne M. Matson, Assistant Professor; B.A., 
Portland State University; M.A., Ph.D., Univer- 
sity of Washington 

Philip T. O'Leary, Assistant Professor; A.B., Holy 
Cross; Ph.D., Harvard University 

Jennifer A. Sharpe, Assistant Professor; B.A., 
Ph.D., University of Texas at Austin 

Francis W. Sweeney, S.J., Assistant Professor; 
A.B., College of the Holy Cross; Ph.L., Weston 
College; A.M., Boston College 

Laura Tanner, Assistant Professor; B.A., Colgate 
University; Ph.D., University of Pennsylvania 

PROGRAM DESCRIPTION 

Master of Arts Program 

Students seeking the degree of Master of Arts in 
English will be expected to complete satisfacto- 
rily the requirements in courses granting at least 
30 hours of graduate credit, three of which must 
be in a course on Bibliography, and to pass two 
examinations: a written examination to demon- 
strate their ability to read a foreign language, and 
an oral examination on the continuity of English 
and American Literature. 

As an option, up to six of the required 30 hours 
of graduate credit may be directed to courses of 
independent study resulting in a longer paper ei- 
ther critical or creative in nature. Students wish- 
ing to pursue this option should consult with the 
Program Advisor early in their graduate careers. 

The examination in foreign languages will be 
offered each semester and at the end of the sum- 
mer session. The candidate may elect to take it 
in a wide range of languages related to an area of 
special interest. The written examination may be 
waived if the candidate can supply proof of profi- 
ciency in a language other than English in the 
form of an undergraduate transcript carrying 
credits for the completion of at least six semester 
hours in an advanced course with grades of B or 
better: the course must have been completed 
within three years of application for waiver. 

The oral examination, based upon a list of 
books intended to be representative of the histori- 
cal scope of English and American Literature is 
offered in December, May, June and August and 



may be taken only after the candidate has com- 
pleted all course requirements (or is enrolled in 
the final courses necessary for completion of all 
course requirements) and the foreign language ex- 
amination. 

Copies of the list of tides upon which the can- 
didate will be examined are available upon regis- 
tration from the Department. Students are ad- 
vised to see the Program Advisor in order to help 
them prepare for this examination by making an 
informed choice of the courses regularly available 
to them. 

Admission to all Master's programs in English 
presupposes prior submission of all previous un- 
dergraduate transcripts, as well as transcripts of 
all previous graduate work, personal statement, 
writing sample and letters of recommendation, (at 
least one from an English instructor). Graduate 
Record Examination (GRE) scores, including 
both the Aptitude Scores and the Achievement 
Scores in English are required. 

Master of Arts in American Studies 

American Studies at Boston College is an inter- 
departmental program leading to the Master of 
Arts degree. Cooperating faculty include mem- 
bers of the English, History, Political Science, 
Sociology and Fine Arts departments. Admission 
of any applicant will be determined by both the 
major department and the American Studies 
Committee. 

The Program is designed to encourage an under- 
standing of the American experience by bringing 
students to an integrated view of American Cul- 
ture. Candidates concentrate in a major depart- 
ment, while integrating the methods of interdis- 
ciplinary work developed in a year-long collo- 
quium and seminar in the literature and practice 
of American Studies. In addition, the student is 
required to take one research seminar, plus twelve 
hours of graduate work in his major field, and nine 
in a field related to that major interest. At the end 
of a student's course of study, the Master's can- 
didate undergoes an oral examination testing his 
ability to synthesize several areas of knowledge. 
The Program also has several extracurricular 
dimensions. It has been a focal point for programs 
drawing upon the cultural resources of the Bos- 
ton area. In recent years, the Program has spon- 
sored a Teacher's Institute in Boston history, and 
the Architectural Heritage Program's summer 
course sponsored by the Commons. 

Master of Arts Concentration in Irish 
Literature and Culture 

Beginning in the 1991-92 academic year, Boston 
College has offered an M. A. degree with a con- 
centration in Irish Literature and Culture under 
the auspices of the English Department. Candi- 
dates seeking the degree will be expected to com- 
plete within two years requirements in courses 
granting thirty hours of graduate credit, at least 
twelve of which must be in Anglo-Irish literature. 
In addition, unless proficiency is demonstrated in 
a written examination, all candidates will be re- 
quired to complete six credits of course work in 
the Irish language as a step towards achieving 
reading ability in modern Irish. Remaining cred- 
its may be taken in Irish Studies courses offered 
by other University departments, such as History, 
where there is already a graduate program in Irish 



Graduate Arts and Sciences • English • 51 



history, Music, Fine Arts, and Slavic (where Old 
Irish is taught). As an option, up to six credits of 
the required thirty hours may be directed to 
courses of supervised independent research. At 
the end of the course of study, students will take 
an interdisciplinary oral examination, focussing 
on a specific period, genre, or theme chosen by 
themselves after consultation with members of the 
Irish Studies faculty. 

English faculty offering graduate courses in 
Irish Studies will include Professors Adele Dalsi- 
mer, Kristin Morrison, and Philip O'Leary. In 
addition, beginning in the 1991 academic year, 
the distinguished visiting scholar holding the 
Burns Chair in Irish Studies will teach graduate 
courses in the program. The Holder of the Burns 
Chair for 1992-93 is Margaret MacCurtain, Pro- 
fessor of History at University College in Dublin. 

Information concerning the program can be 
obtained by writing to the program director, 
Philip O'Leary, at the Department of English, 
Boston College, Chestnut Hill, MA 02167. 

Master of Arts in Teaching 

The Department, in cooperation with the School 
of Education, offers a program leading to the 
degree of Master of Arts in Teaching. 

Graduate Assistantships and Teaching 

Fellowships 

Students in the first year of the M.A. program are 
eligible to receive financial aid in the form of tu- 
ition remission. Second year students are eligible 
for Teaching Fellowships, conferring a stipend 
and partial remission of tuition. 

Certificate of Advanced Graduate 
Study 

The Certificate of Advanced Graduate Study in 
English is a permanent part-time program prima- 
rily intended for English teachers who wish to ex- 
tend and broaden their professional preparation 
beyond the requirements of a Master's degree, but 
it is also flexible enough to meet the needs of the 
many who may wish to continue their education 
through further cultural study. 

The Certificate will be awarded upon the 
completion of 30 graduate credit hours, at least 
half of which must ordinarily be in English De- 
partment courses. The balance can be taken in any 
related areas, such as history, philosophy, classics, 
modern languages or art which may be of particu- 
lar interest or usefulness to the teacher concerned 
with developing specialized courses or the gen- 
eral student interested in exploring new areas. 

To provide for the needs of the in-service 
teacher whose professional development is the 
continuing concern of this program, the English 
Department regularly schedules courses in the 
latter part of each afternoon on a wide variety of 
periods and authors. The .program also provides 
opportunities for independent directed-study 
courses which may be tailored to meet the needs 
of special students. 

Doctor of Philosophy Program 

Normally no more than four students will be ad- 
mitted to the doctoral program each year. The 
small number of students makes possible a flex- 
ible program, individually shaped to suit the in- 
terests and .needs of each student. 

All students accepted into the program receive 
stipends and tuition remission. Fellowships are re- 



newed for four years as long as the student is mak- 
ing satisfactory progress toward completion of re- 
quirements for the degree. 

Course Requirements 

The only specified course requirements are four 
doctoral seminars to be taken usually in the first 
two years. The remainder of the student's pro- 
gram may include other courses in the graduate 
English department or related disciplines, small 
reading groups, or individual tutorials. Most stu- 
dents will have taken eight to ten courses by the 
end of the second year. 

Language Requirement 

Students must demonstrate an ability to read two 
foreign languages or a working knowledge and ap- 
plication of one foreign language and its litera- 
ture. The first alternative requires successful per- 
formance on two translation examinations in 
which a short text must be translated adequately 
(with use of a dictionary) in two hours. The sec- 
ond involves submitting a paper in which knowl- 
edge of the foreign language is used to work out 
a literary question or translating a substantial criti- 
cal or literary text currently unavailable in En- 
glish. 

Examinations 

Each student will direct a course of study toward 
completion of one major and three minor exami- 
nations. 

A major examination consists of a two-hour oral 
examination usually on a period or genre. 

A minor examination is narrower in scope and 
normally runs one and one-half hours. It may con- 
sist of an oral or written examination on a read- 
ing list, but students are also encouraged to choose 
forms for minor examinations that approach the 
material with a particular pedagogical or schol- 
arly end in view: design of a course or plan for an 
anthology; delivery of a lecture; preparation and 
defense of a paper for publication. 

All examinations are graded according to the 
University scale for graduate examinations. The 
chairperson of the examining board submits the 
grade immediately and prepares, as soon as pos- 
sible, a written evaluation of the examination for 
the student and the departmental records. Other 
members of the board may also submit individual 
reports. 

Teaching 

Students are required to teach two one-semester 
undergraduate courses under the supervision of 
a member of the faculty. For at least one of the 
semesters the student will teach in an individu- 
ally designed section of the departmental Fresh- 
man English course, Critical Reading and Writ- 
ing. For the other semester the student may con- 
tinue to work in this program or may teach a 
course of the student's own design for more ad- 
vanced undergraduates, or may work in a course 
for beginning English majors in cooperation with 
a member of the faculty and other doctoral stu- 
dents. 

The Dissertation 

After consultation with a faculty advisor, the stu- 
dent will write a prospectus describing the thesis 
topic and including a tentative bibliography. This 
material will be submitted to a dissertation direc- 
tor and two readers who will supervise, read and 
approve the dissertation. 



Students are responsible for acquainting 
themselves with all University requirements, fees, 
and deadlines pertinent to thesis submission and 
graduation. This information can be obtained 
from the English Department office or the Uni- 
versity Registrar's office. 

The Ph.D. Colloquium 

A student committee organizes and schedules 
monthly Ph.D. colloquia, at which faculty mem- 
bers, outside speakers, or doctoral students lead 
discussions on literary topics. Graduate students 
and faculty are invited. 

Course of Study 

The Ph.D. program is designed so that it may be 
completed in four years. Each student plans and 
paces an individual course of study in consulta- 
tion with the Advisor to the program. 

Students should keep the following guidelines 
in mind (counting each required seminar, exami- 
nation, semester of teaching as one unit): 

• 5 units should be completed by the beginning 
of the second year; 

• 10 units should be completed by the beginning 
of the third year; 

• 1 3 or more units and the language requirement 
should be completed by the beginning of the 
fourth year. 

The fourth year should be largely devoted to 
the dissertation, but the student is urged to choose 
a topic, consult with a thesis director, and begin 
work before the end of the third year, even if an 
examination remains to be passed. 

COURSE OFFERINGS 
Graduate Courses 

EN 699 Old English (S: 3) 

A survey of English literature from the beginning 
to 1066. The language will be learned while se- 
lected prose texts are read; followed by a number 
of poetic masterpieces such as Battle of 
Brunanburb, Battle ofMaldon, Judith, Wanderer, 
Seafarer, Wife's Lament. Other poems, including 
Beowulf may be dealt with partly or wholly in 
translation. Richard Schrader 

EN 701 Chaucer: The Canterbury Tales (F: 3) 

A close reading of Chaucer's The Canterbury Tales, 
(and also of Troilus and Criseyde for purposes of 
comparison), with a consideration of the impor- 
tance of context to such a reading, and some con- 
sideration of the variety of critical approaches to 
Chaucer's works (old historical, New Critical, 
new historical, feminist, post-structuralist, etc.) 
that are the most profitable. Raymond Biggar 

EN 708 Introduction to Contemporary Theory 

(F:3) 

This course is designed to help graduates students 
in literature become familiar with some major 
trends in contemporary critical theory. Because 
an attempt to cover all aspects of this field is bound 
to produce confusion, vertigo, nausea, and de- 
spair, we will concentrate on only three areas: 
deconstruction, psychoanalytic criticism, and 
feminism. Readings will include texts by such fig- 
ures as Barthes, Derrida, Kristeva, Freud, Lacan, 
Irigaray, Gilbert and Gubar, Cixous, and others. 

Robin Lydenberg 



52 • Graduate Arts and Sciences • English 



EN 71 1 Reading and Teaching Poetry (S: 3) 

This course is designed to prepare graduate stu- 
dents to teach poetry by focusing on 1 ) poems and 
their formal effects, 2) historical placements and 
tradition, 3) speakers and "voice" in poems, and 
4) the range of reading and interpretive strategies 
open to us as students and as teachers. As the last 
point suggests, all of our work with poem-texts 
will be twofold: investigating our own responses, 
interpretive behaviors, and theoretical assump- 
tions as readers, as well as inventing models for 
bringing poems to the classroom with the richest 
possible results. Suzanne Matson 

EN 721 Milton (S: 3) 

Studies in Milton's major writings, with empha- 
sis on "Lycidas," Paradise Lost, and Samson 
Agonistes, and with attention to the transforma- 
tion of classical and biblical materials in these 
poems. There will also be some consideration of 
Milton's prose and of his involvement as a writer 
in the English Revolution. Dayton Haskin 

EN 728 Studies in the 1 8th Century Novel (F: 3) 

This course investigates what British novelists 
were up to in the century when prose fiction 
emerged as a recognizable genre with its own tra- 
ditions and conventions. We explore such issues 
as the "novelty" of the form and its ties to previ- 
ous forms of discourse, tensions in the novel be- 
tween historical/social "realism" and imaginative 
artifice, interactions of moral and aesthetic values, 
and relations between psychology and narrative 
strategy. Close scrutiny of major works by such 
authors as Behn, DeFoe, Richardson, Fielding, 
Sterne, Johnson, Radcliffe, and Austen. 

Robert Chibka 

EN 731 British Romantic Poetry (S: 3) 

The development of Romanticism in 19th cen- 
tury England. The course will concentrate on 
close reading and analysis of the major poetry and 
literary theory of Wordsworth, Coleridge, Byron, 
Shelley, and Keats with some consideration of the 
literary circles and traditions in which they lived 
and wrote. While the primary emphasis will be on 
poetry, there will be regular consideration of the 
best traditional criticism and of the most recent 
critical developments. John Mahoney 

EN 748 Early American Fiction (S: 3) 

This course follows the development of Ameri- 
can fiction to 1 860 in the work of such writers as 
Susanna Rowson, Hannah Foster, Charles 
Brockden, Lydia Maria Child, Edgar Allan Poe, 
Fanny Fern, Nathaniel Hawthorne, Harriet 
Beecher Stowe, and Herman Melville. 

Paul Lewis 

EN 759 Twentieth Century Poets: Eliot, Pound, 
Yeats (F: 3) 

A study of their poetry and selected prose. 

Dennis Taylor 

EN 771 Major Victorian Writers (F: 3) 

A survey of Victorian poetry and non-fiction 
prose. The course will encompass not only the 
major Victorian poets — Tennyson, Browning, 
Arnold, Hopkins — but also the great Victorian 
"prophets'V'sages" — Carlyle, Ruskin, Arnold, 
Pater — who transcended conventional distinc- 
tions of discourse, such as critical/creative, secu- 
lar/religious, aesthetic/moral, fiction/fact, poetry/ 
prose, history/myth, with varying degrees of 



deconstructive self-consciousness and delibera- 
tion. John McCarthy 

EN 781 Reading and Teaching Novels (S: 3) 

This course will use discussion and assignments 
as forums both for thinking about complex nar- 
rative on a graduate level and for thinking about 
teaching novels to undergraduate students. Ma- 
terials are mainly from the British "great tradi- 
tion." We will consider both "difficult" novels — 
Richardson's Clarissa, Eliot's Middlemarch, 
Woolf s The Waves — and some often-used "intro- 
ductory" novels — Austen's Pride and Prejudice, 
Conrad's Heart of Darkness, West's The Return of 
the Soldier — and we'll consider the uses and abuses 
of such distinctions as "difficult" and "introduc- 
tory." As a bonus, we will spend at least one class 
period discussing texts of increasing importance 
to readers and teachers, American "ethnic" or 
"crosscultural" novels like Morrison's Beloved or 
Dorris' Yellow Raft on Blue Water. Judith Wilt 

EN 809 The American Novel of Manners (F: 3) 

The novel examined as a perpetual quest for re- 
ality, the field of its research seen as the social 
world, with the material of its analysis being man- 
ners as the indication of the direction of man's 
soul. Emphasis on Howells, James, Wharton, 
Chopin, and Marquand. John McAleer 

EN 814 Modern Irish Poetry (F: 3) 

A survey of Irish poetry since the death of W.B. 
Yeats in 1939. Among the topics to be discussed 
will be the influence of Yeats on subsequent Irish 
poets, the emergence of a distinctly post-colonial 
voice on both sides of the border between North 
and South, and, more specifically, the interactions 
between poetry and politics in the North of Ire- 
land over the past two decades. Some of the po- 
ets to be discussed will be Patrick Kavanaugh, 
Austin Clarke, Seamus Heaney, John Montague, 
Thomas Kinsella, Michael Hartnett, Eavan 
Boland, Paul Muldoon, and (in translation) the 
Gaelic poets Mairtin O Direain, Nuala Nu 
Dhomhnail, Maire Mhac an tSaoi, and Michael 
Davitt. Philip O'Leary 

EN 815 Studies in the Twentieth Century Novel 

(F:3) 

The texts will be Wallace Martin's Recent Theo- 
ries of Narrative and six major "novels" of the cen- 
tury, each from a different decade, each featur- 
ing influential innovations in storytelling: James, 
The Ambassadors; Lawrence, The Rainbow; Woolf, 
To the Lighthouse; Faulkner, As I Lay Dying; 
Beckett, Watt; and Marquez, One Hundred Years 
of Solitude. Andrew Von Hendy 

EN 816 Autobiographical Fictions (S: 3) 

Reading autobiographies and fictional autobiog- 
raphies together, this course will consider the 
questions that arise from the use of the retrospec- 
tive narrative "I" — the questions of truth and 
fictionality, memory and invention, the relations 
between the narrator — "I" and the protagonist — 
"I", and about the knowability of the self. Read- 
ings will include 19th and 20th century novels and 
autobiographies, and some theoretical studies of 
autobiography. Rosemarie Bodenheimer 

EN 817 The New Historicism (S: 3) 

"New Historicism" is the latest and one of the 
more complicated wrinkles in critical theory and 
practice. This course explores its origins in the 



work of Michel Foucault, its development into its 
current form in the Renaissance studies of Ste- 
phen Greenblatt, and its application to American 
literary history by Sacvan Bercovitch, Jonathan 
Arac, and others. We will also consider the attacks 
on New Historicist methodology by formalists, 
feminists, and so on. The purpose of the course 
is not only to familiarize students with a specific 
body of theory, but to analyze the way this pro- 
fession carries on its discourse, its conversation 
about its own practices. The readings are de- 
manding and often frustrating, so be prepared. 

James Wallace 

EN 8 1 8 Theories of Representation: Drama/ 
Film/Performance (S: 3) 

This course combines theory with performative 
"texts" to introduce some of the large questions 
about "representation." It is based on the assump- 
tion (reflection? observation?) that as the word 
suggests "representation" is self-reflexive and self- 
replicating. So we'll be reading/watching texts 
that echo and answer one another, e.g., Brecht on 
Aristotle, Derrida on Artaud, (Plato on Socrates), 
Mulvey (on Mulvey), Rainer on Foucault. Other 
theorists may include Richard Schechner, Victor 
Turner and Teresa de Lauretis, as well as some 
of the newer feminist voices, such as Peggy 
Phelan, Jill Dolan, and Elin Diamond. Perfor- 
mance texts may include works by Genet, Brecht 
and Kennedy, and films such as Yvonne Rainer's 
The Man Who Envied Women and Sheila 
McLaughlin's She Must be Seeing Things. Students 
will take turns directing the discussion. 

Anne Fleche 

EN 8 1 9 Racial Memories and Fictions of the 
Past (S: 3) 

This course addresses the role of a literary imagi- 
nation in narrating the disarticulated histories of 
slavery and genocide. We will examine the tex- 
tual relationship between storytelling and history 
and the place of racial memories in revisionings 
of the past. These issues will be addressed in the 
fiction of writers like Toni Morrison, Gayle Jones, 
Leslie Marmon Siklo and Michele Cliff among 
others. Jennifer Sharpe 

EN 823 Composition and Rhetoric (S: 3) 

Lad Tobin 

EN 833 Modern American Fiction (F: 3) 

Focusing on American novels published between 
the first and second world wars, this course will 
explore the issue of representation and the act of 
reading in modern American fiction. Using the 
novels of Faulkner, Hemingway, Hurston, 
Wright, Fitzgerald, West, Barnes and others, we 
will examine the relationship between art and 
culture, form and content, reader and text. 

Laura Tanner 

EN 841 Recent Fiction by American Women (F: 3) 

Study of resilience in fiction by such writers as 
Tillie Olsen, Joan Didion, Joyce Carol Oates, 
Toni Morrison, and others with some attention 
paid to precedents set by Katherine Anne Porter 
and Eudora Welty. Leonard Casper 

EN 849 Studies in Romantic Lyric (F: 3) 

This course is intended to combine a review of 
the lyric poetry of Blake, Wordsworth, Coleridge, 
Keats, Shelley, and Byron with a study of recent 
literary theory and methodology as applied to the 



Graduate Arts and Sciences • Fine Ak is • 53 



Romantics. Primary texts will include Blake's 
Songs of Innocence and Experience, Wordsworth and 
Coleridge's Lyrical Ballads, Keats's Lamia, 
Isabella. . .and Other Poems, selections from Shelley 
and Byron, and further selections from 
Wordsworth and Coleridge. Secondary texts will 
include Romanticism and Consciousness (ed. Harold 
Bloom), Romanticism and Feminism (ed. Anne 
Mellor), Lyric Poetry: Beyond New Criticism, (ed. 
Hosek and Parker), and various essays in 
deconstructionist, Marxist, "New Historicist" and 
other approaches to Romantic lyric poems. The 
goal of the course is to increase students' famil- 
iarity with both canonical and non-canonical lyr- 
ics of the Romantic period and to augment their 
critical and theoretical sophistication in reading 
and writing about literary texts. Alan Richardson 

EN 861 Twentieth Century Irish Fiction (S: 3) 

A study of both long and short fiction by several 
important Irish writers (excludingjoyce): Samuel 
Beckett, John Banville, Molly Keane, Flann 
O'Brien, William Trevor, Kate O'Brien, and oth- 
ers. Kristin Morrison 



EN 882 Bibliography and Method (F, S: 3) 

A course for first-year graduate students designed 
to introduce them to the tools of their profession, 
and to develop their skills in bibliography, schol- 
arship, and criticism. Limited enrollment. 

Richard Schroder 
Dennis Taylor 

EN 899 Readings and Research (F, S: 3) 

EN 924 Ph. D. Seminar: Shakespeare (F: 3) 

We will read a selection of Shakespeare's plays 
(covering his whole career) and discuss a variety 
of problems, issues, and approaches in Shake- 
spearian criticism. Mary Crane 

EN 925 Ph. 0. Seminar: African American 
Literature (S: 3) 

Studies in the African American novel and con- 
temporary critical discourse. Henry Blackwell 

EN 998 Doctoral Comprehensive (F: 0-S: 0) 

By Arrangement 

EN 999 Doctoral Continuation 

By Airangement 



I N E 



A 



FACULTY 

Pamela Berger, Professor; A.B., A.M., Cornell 
University; Ph.D., New York University 

John Michalczyk, Professor; A.B., A.M., Boston 
College; M.Div., Weston College School ofThe- 
ology; Ph.D., Harvard University 

John Steczynski, Professor; B.F.A., Notre Dame 
University; M.F.A., Yale University 

Josephine von Henneberg, Professor; Doctor in 
Letters, University of Rome 

Kenneth M.Crzig, Associate Professor;B A., M.A., 
Ohio State University; Ph.D., Bryn Mawr Col- 
lege 

Jeffery W. Howe, Associate Professor, Chairperson 
of the Department; A.B., Carleton College; Ph.D., 
Northwestern University 

Michael W. Mulhern, Associate Professor; B.F.A., 
University of Dayton; M.F.A., Columbia Univer- 
sity 

Elizabeth G. Await, Assistant Professor; B.A., 
Boston College; M.F.A., University of Pennsyl- 
vania 

Nancy Netzer, Assistant Professor; B.A., Con- 
necticut College; M.A., Tufts University; M.A., 
Ph.D., Harvard University 

Reva Wolf, Assistant Professor; B.A., Brandeis 
University; M.A., Ph.D., Institute of Fine Arts, 
New York University 

Andrew Tavarelli, Visiting Artist and Adjunct 
Assistant Professor; B.A., Queens College 



R T S 

PROGRAM DESCRIPTION 

Although the Fine Arts Department does not of- 
fer an advanced degree, the courses listed below 
as well as some of those found in the Undergradu- 
ate Catalog can be taken for graduate credit upon 
application to the Department. These offerings 
may provide complements for the various inter- 
disciplinary and special programs offered by the 
University. 

Advanced students may participate in the 
Boston Museum of Fine Arts Seminar Program, 
which offers art history courses taught by the mu- 
seum staff. For details, inquire at the Fine Arts 
Department office. 

COURSE OFFERINGS 

Art History 

FA 3 1 4 Art and Archeology of Egypt and the 
Ancient Near East (F: 3) 

This course will examine two of the world's old- 
est civilizations. It will concentrate on the archi- 
tecture, sculpture, and painting of Egypt and of 
the cultures of Mesopotamia with frequent ref- 
erence to the broader archaeological contexts of 
the material. While we will focus on the physical 
remains of these civilizations, ancient literary 
sources — read in translation — will be employed 
to enrich our understanding of the period. Some 
related problems to be treated in this class: the 
invention of writing; the place of the Hittites; 
international relations in the late bronze age. 

Kenneth Craig 

FA 327 (HS 314) Early Medieval Art in Ireland 
and Britain (F: 3) 

This seminar will examine the origins and devel- 
opment of art in Ireland and Britain in the Early 
Medieval period and the production of Irish and 
English missionaries on the Continent. Empha- 
sis will be placed on manuscripts, sculpture, and 



metalwork of the sixth to the ninth century, on 
understanding works of art in their historical con- 
texts, and on their sources in the Celtic, Germanic 
and Mediterranean worlds. Students will work on 
individual research projects. Course limited to fif- 
teen students; students of art history, history, me- 
dieval studies, and Irish studies are encouraged. 

Nancy Netzer 

FA 332 The Age of Leonardo, Michelangelo and 
Raphael (S: 3) 

The "High Renaissance" was of relatively brief 
duration, yet it attained a level of creative accom- 
plishment that served as a model for generations 
to come. The works of the leading masters of this 
era will be examined as well as their influence on 
subsequent artists. Josephine von Henneberg 

FA 342 Age of Rembrandt (S: 3) 

The golden age of Baroque painting in Holland 
will be studied against the historical background 
of changing patterns in religious thought, politi- 
cal alliances and patronage. Focus will be on Hals, 
Rembrandt and Vermeer as well as on the devel- 
opment of genre and landscape. Kenneth Craig 

FA 353 The Romantic Era (F: 3) 

The course begins with a consideration of anti- 
Rococo developments in terms of Neoclassic re- 
form and new moralizing tendencies. Special at- 
tention is given to Goya and to David and to the 
Romantic aspects of Neoclassicism as seen in 
Canova and Ingres. The diverse phenomena of 
Romanticism are studied in the art of England, 
Germany, and France, with attempts to distin- 
guish national characteristics in masters like 
Blake, Friedrich, and Delacroix. The develop- 
ment of Romantic landscape painting from its 
eighteenth-century origins through such artists as 
Constable, Turner, and Corot is also stressed. 

Reva Wolf 

FA 355 Gauguin to Dali (S: 3) 

From an examination of the diverse reactions of 
Impressionism in the 1880s the course proceeds 
to a discussion of art nouveau, sculptural trends 
around 1900, to the rise of Expressionism in 
France and Germany. The creation of Cubism, 
Italian Futurism, the evolution of abstract art are 
traced, and, finally, the anti-traditional currents 
from Dada to Surrealism are analyzed. 

Jeffery Hoive 

FA 361 Issues of Contemporary Art (F: 3) 

This course looks at developments in art since 
1960, including pop art, minimalism, conceptual 
art, earthworks, performance and installation art, 
and public art. Among the topics to be discussed 
are: the relationship between art and audience, 
and between art and the art market, artistic iden- 
tity and its relationship to ethnic and sexual iden- 
tity, the significance of the terms "modernism" 
and "post-modernism," and of recent trends in 
literary theory (such as post-structuralism and 
deconstruction). The course includes a bus trip 
to New York City. Reva Wolf 

FA 384 History and Art History into Film (F, S: 3) 

This course will provide an introduction to the 
creation of authentic historical films. We will start 
with an exploration of the kinds of historical and 
art-historical sources that could be inspirational 
for scripting, and go on to look at the scripting 
process itself. Then students will be introduced 



54 • Graduate Arts and Sciences • Geology and Geophysics 



to script breakdown, location scouting, produc- 
tion design and the making of production boards. 
Each student will undertake a research project 
related to the props, costumes, or architectural 
settings needed for the creation of a specific his- 
torical film. Pamela Berger 

FA 388 Costa-Gavras' Films: Dramatized 
History (S: 3) 

In his early French films such as Z on the 
Lambrakis assassination, The Confession about the 
S/tfw/ry/London mock trial, and State of Siege deal- 
ing with Latin American guerrilla activity, Greek- 
born Costa-Gavras established himself as a direc- 
tor of strong, controversial political concerns; al- 
though these films were fictional they had their 
basis in crucial historical events. With his Ameri- 
can-oriented films such as Hanna K, Missing, Be- 
trayed and The Music Box, the director has contin- 
ued to raise the consciousness of his international 
audiences by his study of American involvement 
in Latin America, racism, and war crimes. This 
course will trace the evolution of each of these 
films from the actual historical event, through the 
book and script stage, to the final dramatic cin- 
ematic production. John Michalczyk 

FA 392 The Museum of Art: History, Practice, 
Philosophy (S: 3) 

A study of the emergence of museums of art trac- 
ing their development from private and ecclesi- 
astical collections of the middle ages to their 
present form as public institutions. Topics in- 
clude: the function of the museum in its social 
context, the constituency of museums and their 
educational mission, the role of the university vs. 
the public museum, philosophy of installation and 
care of collections, current problems of adminis- 
tration and financing, museum architecture as a 
reflection of changes in function, the art market, 
and questions of authenticity of works of art. This 
course includes field trips to museums and collec- 
tions. Nancy Netzer 

FA 401 Seminar in Art Historical Research (F: 3) 

The seminar aims to acquaint the student with the 
bibliography and research methods necessary for 
scholarly work in art history. The student pre- 
pares a substantial research paper under the di- 
rection of the professor and presents it orally to 
the class. Reva Wolf 

FA 403-404 Independent Work (F: 3-S: 3) 

This course may be offered from time to time to 
allow students to study a particular topic which is 
not included in the courses that are offered. 

The Department 

FA 458 Andy Warhol (S: 3) 

Examines Warhol's work in film, photography, 
and painting, and his collaborations with musi- 
cians, poets, and writers in the context of the ar- 
tistic, intellectual, and political milieu of the 
1960s. Special attention is given to Warhol's and 
his collaborators' interest in paradox, in word- 
image associations, in blurring the distinctions 
between original and appropriated images, be- 
tween art and life, between "high" and "popular" 
culture. Also considered is the idea of the Factory, 
its precedents in earlier 20th-century art, and the 
roles of its various members. Conflicting interpre- 
tations of Warhol's work from 1 962 to the present 
are discussed as well. Reva Wolf 



Studio Art (including Film and 
Photography) 

Note: A lab fee is charged in all studio 
courses. 

FS 301-302 Drawing IV: Figure; Drawing V: 
Figure {F: 3-S: 3) 

Prerequisite: FS 204 or permission of the instruc- 
tor 

The course uses the human figure to expand 
students' abilities in the direction of more expres- 
sive and more individualized drawing skills. In ad- 
dition to working from the live model in class, the 
first semester includes anatomical studies, and the 
second semester stresses stylistic and spatial ex- 
perimentation, seeing the figure as a component 
within a total composition. 
Lab fee per semester: $70.00 John Steczynski 

FS 323 Painting IV: Landscape (F: 3) 

Prerequisite: FS 223-224 or permission of the in- 
structor 

Nature and landscape will provide us with 
painting imagery throughout the semester. Stu- 
dents will paint directly from the local landscape 
and these paintings will serve as source materials 
for large scale studio paintings. This class is de- 
signed for advanced students who are familiar 
with the fundamentals of painting and wish to 
broaden and strengthen this foundation. Students 
will be encouraged to develop a personal vision 
and are free to work abstractly or represen- 
tationally. Lab fee per semester: $70.00 

Elizabeth Await 

FS 324 Painting V: Figure (S: 3) 

Prerequisite: FS 223-224 or permission of the in- 
structor 

The objective of this advanced painting course 
is to introduce the student to the concept of ex- 
tracting and abstracting images from life, most 
notably from the figure. During the first portion 
of the semester students will strengthen their ob- 
servational and technical skills by painting direcdy 
from the model. As the semester advances the stu- 
dents may incorporate additional figurative im- 
agery culled from photographs and media imag- 
ery into their paintings. At the conclusion of the 
semester the figure in the landscape may be in- 
troduced. It is assumed that students are working 
towards developing a personal vision upon enter- 
ing this class and they will be free to work either 
representationally or abstractly. Lab fee: $70.00 

Elizabeth Await 



FS 344 Ceramics III— Vessels/Wheelthrowing 

(S:3) 

No prerequisite 

Emphasis is placed on the development of 
ideas pertaining to vessels/containers. This cov- 
ers a range of issues from function to metaphor 
which allows for sculptural and painterly adapta- 
tions. Fundamentals of throwing on the potter's 
wheel along with various handbuilding and glaze 
techniques will be demonstrated through the se- 
mester. During the second semester specific 
projects are given which assist the student in de- 
veloping throwing skills at an advanced level and/ 
or assist in the further development of other con- 
tainer ideas. Lab fee per semester: $80.00 

Mark Cooper 

FS 345, 346, 347, 348 Advanced Ceramics IV, 
V, VI, VII (F, S: 3) 

This is a ceramics course established to assist the 
individual in his or her aesthetic pursuits. The stu- 
dent may arrange class times Wednesday or 
Thursday. Instruction will be given on an indi- 
vidual level appropriate to the student's previous 
ceramic experience. The student will be given a 
private space within the ceramic area. Along with 
developing an aesthetic, the student will be as- 
sisted in understanding and creating clays and 
glazes as well as kiln firing and construction. 
Lab fee per semester: $80.00 Mark Cooper 

FS 378 Art As Symbol 1 : The Great Mother, The 
Hero, and Death (F: 3) 

A study of archetypes, symbols and polarities, es- 
pecially as related to gender studies and life/death 
issues, in the themes, forms and processes of art. 

John Steczynski 

FS 385-386 Independent Work (F: 3-S: 3) 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 

FS 485-486 Independent Work (F: 3-S: 3) 

A course allowing students who have sufficient 
background to progress to a higher level or in a 
more specialized area than other courses allow. 
The student works independently, under the di- 
rection of a member of the Department. 

The Department 



Geology and Geophysics 



FACULTY 

Emanuel G. Bombolakis, Professor; B.S., M.S., 
Colorado School of Mines; Ph.D., Massachusetts 
Institute of Technology 

George D. Brown, Jr., Professor; B.S., Saint 
Joseph's College; M.S., University of Illinois; 
Ph.D., Indiana University 

J. Christopher Hepburn, Professor; A.B., Colgate 
University; A.M., Ph.D., Harvard University 

James W. Skehan, S.J., Professor, Director, Weston 
Obsenatory; A.B., A.M., Boston College; Ph.D., 
I larvard University 



Benno M. Brenninkmeyer, S.J., Associate Pro- 
fessor; A.B., Boston College; Ph.D., University of 
Southern California 

John E. Ebel, Associate Professor; A.B., Harvard 
University; Ph.D., California Institute of Tech- 
nology 

Rudolph Hon, Associate Professor; M.Sc, Charles 
University; Ph.D., Massachusetts Institute of 
Technology 



Graduate Arts and Sciences • Geology wo Geophysics • 55 



David C. Roy, Associate Professor, Chairperson of 
the Department^.S., Iowa State University; Ph.D., 
Massachusetts Institute of Technology 

Alan L. Kafka, Associate Professor; B. A. , New York 
University; M.S., Ph.D., State University of New 
York at Stony Brook 

exfcXsbo 

PROGRAM DESCRIPTION 

Master of Science Program 

The Department offers graduate courses and re- 
search programs leading to the M.S. degree in 
Geology or Geophysics. Although most students 
conduct research in either Geology or Geophys- 
ics, some combine the techniques of both disci- 
plines in studies of crustal structure below the sur- 
face. Many students seeking future employment 
in industry find that programs combining Geol- 
ogy with applied Geophysics are particularly at- 
tractive. 

The Department, with approximately 25 
graduate students in residence, is housed in 
Devlin and Higgins halls on campus, and has ad- 
ditional research facilities at Weston Observatory. 
Students enjoy a close working relationship with 
faculty while being able to undertake research 
using the most modern scientific equipment avail- 
able. The program stresses that the student ob- 
tain a strong background in the Earth Sciences 
and the ability to carry out research on his/her 
own. It is felt that the attainment of these quali- 
ties will enable students to be successful in their 
careers as geoscientists, whether they choose 
employment in industry, government service, or 
continue their studies toward a Ph.D. A particu- 
larly beneficial aspect of the M.S. program is the 
opportunity for students to integrate studies in 
Geology and Geophysics if they wish this type of 
background. Research in the Department covers 
a broad range of topics, including: Marine Geol- 
ogy, Coastal Sedimentation, Physical Sedimenta- 
tion, Seismology (including crustal studies of New 
England using the 30-station New England Seis- 
mic Network), Geomagnetism, Structural Geol- 
ogy, Bryozoan Paleontology, Igneous and Meta- 
morphic Petrology, and Geochemistry (including 
Neutron Activation Trace Element analyses). 
Many of these various types of studies are being 
integrated by faculty and students to better un- 
derstand the geology, geophysics, and evolution 
of the Northern Appalachians. 

Boston College is a participating institution 
for available government fellowships and grants. 
The Department also offers a number of Teach- 
ing and Research Assistantships to qualified stu- 
dents. 

Application 

Applicants to the Master of Science degree pro- 
gram generally fall into one of the following cat- 
egories: 1) students well-prepared in Geology or 
Geophysics with courses in mathematics, physics, 
chemistry, and/or biology who are interested in 
broadening their experience at the M.S. degree 
level before employment or doctoral studies else- 
where; 2) students well-prepared in mathematics 
or one or more of the natural sciences other than 
Geology or Geophysics and who wish to use the 
M.S. degree program to transfer into the earth 
sciences. 



Applicants should submit, in addition to the 
normal application forms, transcripts, and letters 
of recommendation, a personal evaluation of the 
strengths and weaknesses of their undergraduate 
education (including course and non-course ex- 
perience), their graduate study interests and cur- 
rent post-degree plans. The Verbal, Quantitative, 
and Advanced test scores of the Graduate Record 
Exam (appropriate to the undergraduate major) 
are required. Applications may be made at any 
time. However, to be assured of consideration for 
September admission, they must be received by 
May 1. Applications from those applying for finan- 
cial aid and assistantships for September need to be 
completed by February 15. 

Requirements 

No fixed curriculum is prescribed for the M.S. 
degree. Instead, a course and research program 
which is consistent with the student's background 
and professional objectives is developed by the 
student and his or her faculty advisory commit- 
tee. The graduate program assumes a basic un- 
dergraduate foundation in the geo-sciences. 
Master's candidates in either Geology or Geo- 
physics must complete or have completed two- 
semester (or equivalent) courses in calculus, phys- 
ics, and chemistry. A minimum of 10 courses 
(numbered 300 or above), approved by the 
student's faculty advisory committee, must be 
completed in addition to a research thesis for 
graduation. Up to two of the required courses are 
allowed for the M.S. Thesis. Normally no more 
than one Reading and Research course (GE 798, 
799) may be applied toward the minimum course 
requirement. All students are required to main- 
tain a B average in all Departmental courses and 
those undergraduate courses (0-299) in the other 
sciences and mathematics. A comprehensive oral 
examination is required of each student. Three 
bound copies of the M.S. thesis are required upon 
completion of the research. 

Master of Science in Teaching Program 

The Department of Geology and Geophysics 
offers a program leading to the Master of Science 
in Teaching degree in cooperation with the De- 
partment of Education. This program, which is 
designed for prospective teachers, acknowledges 
variations in prior background and skills and con- 
sists of three plans. For those candidates without 
prior teaching experience, a 36-credit minimum 
M.S.T. degree program is required, in which at 
least 5 courses are in the earth sciences, 5 courses 
in education and 6 credits are for supervised in- 
ternship teaching. For experienced teachers, a 30- 
credit minimum M.S.T. degree program is re- 
quired (since the internship is not necessary) of 
which at least 5 courses are in the earth sciences. 
The application procedures for the M.S.T. degree 
programs are the same as for the M.S. degree pro- 
gram. The application may be submitted either 
to the Department of Education or the Depart- 
ment of Geology and Geophysics. However, pro- 
spective students must be accepted by both the 
Department of Education and the Department of 
Geology and Geophysics. 

Requirements for the M.S.T. Degree 

The 5 required courses in the earth sciences must 
be chosen from among the following: 2 courses 
from Introduction to Geology and Geophysics I 



and II or Structural Geology I, and 1 course from 
each of the following groups: a) Mineralogy, Re- 
gional Stratigraphy, or Paleontology, b) Meteo- 
rology, Oceanography, or Astronomy, c) Petrol- 
ogy I and II, Structural Geology' I or II, Marine 
Geology, or Introduction to Geophysics. Stu- 
dents who have previously taken these courses 
may substitute other graduate courses within the 
Geology and Geophysics Department with ap- 
proval. One semester of full-time residency may 
be necessary. A comprehensive examination is 
given to each student at the end of the program. 
This examination is in two parts; one part is oral 
in the Earth Sciences, the other part is given by 
the Department of Education. 

Cooperative Program 

The Department is part of a cooperative program 
with the Department of Geology at nearby Bos- 
ton University, as well as the Department of Civil 
Engineering at Tufts University. This program 
permits degree candidates at Boston College to 
enroll in courses which are unavailable at Boston 
College, but available at Boston University or 
Tufts. A list of these courses is available in the De- 
partmental office. 

Weston Observatory 

Director: James W. Skehan, S.J., Professor of 
Geology 

Weston Observatory, formerly Weston College 
Seismic Station (1928-1949), is a part of the De- 
partment of Geology and Geophysics of Boston 
College. The Observatory, located 10 miles from 
Chestnut Hill, is an interdisciplinary research fa- 
cility of the Department and a center for research 
in the fields of geophysics and regional tectonics. 
Research by faculty, research associates, and stu- 
dents is directed primarily to seismology, geo- 
magnetism and movements of the Earth's plates. 
Weston Observatory was one of the first partici- 
pating facilities in the Worldwide Standardized 
Seismograph network and also operates a thirty- 
station regional seismic network which records 
data on earthquakes in the northeast, as well as 
distant earthquakes. The Observatory is also the 
headquarters of the New England Seismotectonic 
Study, a cooperative effort to determine the dis- 
tribution and causes of New England seismicity. 
A geomagnetic research facility, established at the 
Observatory in 1 958, is instrumented for absolute 
magnetic observations, the continuous recording 
of variations in the components of the earth's 
magnetic field, and a magnetic field cancelling coil 
system for experiments requiring reduction of the 
ambient magnetic field. Regional geologic and 
plate tectonic modeling studies are chiefly con- 
cerned with the origin and evolution of the 
Northern Appalachian Mountains of the United 
States and Maritime Canada and their relation to 
similar rock sequences in Ireland, the British Isles, 
western Europe and Africa. 

COURSE OFFERINGS 

An asterisk (*) after a course indicates that the 
course carries a laboratory fee. 
For undergraduate courses numbered below 300 
consult the Undergraduate Catalog. 

GE 302 Geochemistry 

Prerequisites: College Chemistry, GE 200, or 
equivalent. 



56 • Graduate Arts \ni> Sciences • Geology and Geophysics 



An introduction to fundamentals of geo- 
chemical processes and how thev influence distri- 
bution of elements in the natural environment. 
The subjects which will be discussed will include 
nucleosynthesis, isotope geology, water chemis- 
try and chemical changes during formation of 
sedimentary, metamorphic and igneous rocks. 
Not offered 1 992-93 Rudolph Hon 

GE 325 Geologic Computing and Computer 
Graphing 

Focus of this course is on applications of desktop 
workstations to solutions of problems in earth sci- 
ence disciplines. Solution strategies will include 
effective data management, data processing, sta- 
tistical analysis and graphical analysis. The course 
is intended mainly for those who are interested 
and have the need to apply workstations in their 
studies and research. Not offered 1992-93 

Rudolph Hon 

GE 330 Principles of Paleontology 

Prerequisite: GE 132, 134 or equivalent, or per- 
mission of the instructor. 

An introduction to the study of animal life of 
the past. Consideration is given to the concept of 
species, especially the problems of taxonomy of 
individuals and of populations. Living represen- 
tatives of the various phyla are compared with 
fossil forms to offer evidence regarding mode of 
life, evolutionary development, and ecological en- 
vironment. 

The companion laboratory, GE 331, must be 
taken concurrently. Not offered 1992-93 

George D. Brown, Jr. 

GE 331 Principles of Paleontology Laboratory 

Prerequisite: Taken in conjunction with GE 330. 
This two-hour weekly laboratory course will 
introduce students to a practical study of fossils. 
Key and important structures of the principal fos- 
sil invertebrate phyla will be studied to enable the 
student to identify and assign known and un- 
known fossil material. Not offered 1992-93 

George D. Brown, Jr. 

GE 345 Human Evolution and Paleontology 

Prerequisite: GE 190 or instructor approval 

A seminar on human evolution beyond the in- 
troductory level. Five topics will be covered: the 
Genus I lomo and direct ancestors; life; Darwin- 
ian evolution; and three to be selected in consul- 
tation with the class. Limited to 25 students. 
Not offered 1 992-93 George D. Brown, Jr. 

GE 350 Regional Geology of North America (F: 3) 

Prerequisites: GE 132-134, 264 or equivalent 

A systematic investigation of the physiogra- 
phy, stratigraphy, structural geology, petrology, 
and distribution of the major geological provinces 
of North America. George D. Brown, Jr. 

GE 385 Structural Geology II, Analytical 
Aspects* (S: 4) 

Prerequisites: GE 1 32 and 1 34 or equivalent, one 
year of college calculus, PI I 21 1 or equivalent. 

A history of the development of structural ge- 
ology will be presented during the first several lec- 
tures. Then quantitative mechanisms of fracture, 
faulting, and igneous intrusions will be treated, il- 
lustrating their relation to problems in tectonics. 
To achieve this objective, an analysis will be made 
of stress, and the elastic, brittle, ductile, and creep 
behavior of rocks. The problem of rock folding 



will be treated in terms of folding processes and 
retrodeformation methods, utilizing the concepts 
of balanced cross-sections. 

One additional two-hour problem session 
laboratory per week. E.G. Bombolakis 

R.J. Martin 111 

GE 391 Introduction to Geophysics (F: 3) 

Prerequisites: GE 132, 134; MT 200-201; PH 
211-212 

An introduction to the methods of observa- 
tion and interpretation of geophysical phenom- 
ena. Topics include: seismology, gravity and mag- 
netic fields, age determinations, heat flow, and 
tectonic forces. John F. Devane, S.J. 

GE 395 Ground Water Hydrology I (S: 3) 

Prerequisites: GE 134, 200, Chemistry 110, MT 
101 or 103; or equivalents. 

An overview of ground-water hydrology with 
emphasis on concepts and principles, and their ap- 
plication to practical problem solving. The course 
is intended to provide a foundation for further in- 
depth water resources studies, and an orientation 
for active professionals wishing to broaden their 
working knowledge and understanding of 
ground-water hydrology. Three hours of lecture 
per week. Michael H. Frimpter 

GE 450-452 Exploration Geophysics I and II 
(F: 4-S: 4) 

Prerequisites: GE 132, MT 200-201 or MT 204, 
PH 211-212 

A practical course in geophysical exploration 
methods; emphasis is on applications to petro- 
leum and mineral exploration and geoengineering 
work. Part I covers seismic refraction and reflec- 
tion methods and emphasizes modern techniques 
and applications. Part II covers gravity, magnetic, 
and electrical methods and their theory, instru- 
mentation, data reduction, and interpretation. 

Second semester may be taken without first 
semester by permission of instructor. Three hours 
of lecture and one problem/discussion session per 
week. John F. Devane, S.J. 

John E. Ebel 

GE 460 Modern and Ancient Sedimentary 
Environments 

Prerequisites: GE 132, 134, 200, 264, or equiva- 
lent 

The course consists of examining the basis for 
interpreting sedimentary deposits in terms of pro- 
cesses, environments of deposition, succession of 
strata and sedimentary tectonics. The deposi- 
tional environments to be studied will include 
deserts, rivers, lakes, glaciers, coasts (deltas, 
beaches), and marine (coral reefs, continental 
shelf and pelagic deposits). Not offered 1992-93 
Benno M. Brenninkmeyer 
George D. Brown, Jr. 

GE 484 Chemistry of Natural Water Systems 

(S:3) 

Prerequisites: College level of introductory chem- 
istry and calculus. 

Natural water systems consist of surface and 
subsurface water reservoirs which are in a constant 
process of chemical interaction with their sur- 
roundings. Understanding of these processes (i.e., 
dissolution and precipitation) of various chemi- 
cal species will be presented from the standpoint 
of equilibrium and nonequilibrium thermody- 
namics of water-rock systems. Rudolph Hon 



GE 500 Potential Field Theory (S: 3) 

Prerequisites: MT 202; PH 2 1 1-2 12 

This course is an introduction to the math- 
ematics of potential fields which is used to de- 
scribe such geophysical phenomena as the earth's 
gravitational and magnetic fields. The vector 
theorems of Gauss, Stokes and Green are pre- 
sented, and potential methods of solving Laplace, 
Poisson, diffusion and wave equations under ap- 
propriate geophysical conditions are presented. 
Applications of these theories are made to prac- 
tical problems in geophysics. John E. Ebel 

GE 505 Micropaleontology 

Prerequisite: GE 330 

An introduction to the study of very small but 
geologically important taxa of the plant and ani- 
mal kingdoms. Groups studied will include the 
Foraminifera, Ostracoda, Conodonts, Bryozoa, 
and Diatoms. Three hours of lecture and one 
laboratory per week. Not offered 1992-93 

George D. Brown, Jr. 

GE 510 Internship and Seminar in 
Environmental Geosciences (F: 3) 

Prerequisite: Permission of instructor 

This seminar is provided for qualified upper- 
division undergraduates and graduate students 
serving as interns in industry, in government, or 
in non-profit organizations during the semester 
or the previous summer. The subject of the 
project and the activities of the internship must 
be approved in advance by the instructor prior to 
enrollment and a final report or other suitable 
documentation of the results of the internship will 
be due at the end of the semester. Students will 
meet, at least every other week, with the instruc- 
tor and other interns to report on the nature and 
progress of their intern activities. Internships will 
be sought by the Department but suitable intern- 
ships obtained by students may be submitted to 
the instructor for approval. In some semesters the 
seminar may involve a group project on some 
environmental topic suggested by an outside or- 
ganization or developed by the instructor. Since 
technical skills are required, enrollment is by in- 
structor approval only. Charles M. Spooner 

GE 520 Sedimentary Petrology 

Prerequisites: GE 132, 134, 264, 272 

The petrography and origin of the major sedi- 
mentary rock types will be emphasized. The use 
of mineral and chemical composition together 
with textural and sedimentary analyses to under- 
stand the production of sediment, sedimentary 
provenance and depositional environments will be 
explored. Not offered 1992-93 David C. Roy 

GE 525 Theory of Mineral Equilibria 

Prerequisites: Integral and differential Calculus, In- 
organic Chemistry; some knowledge of Ther- 
modynamics is desirable. 

The course consists of 2 interrelated parts. 
The first part will examine basic principles of ther- 
modynamics; (1st, 2nd, and 3rd law of thermo- 
dynamics) and the theory of solution and equilib- 
ria in the chemical system using geological ex- 
amples. During the second part of the course we 
will apply these same principles to metamorphic 
reactions and silicate melt crystal phase equilib- 
ria. Special emphasis will be given to applied 
geothermometry and geobarometry. 
Not offered 1 992-93 Rudolph Hon 



Graduate Arts and Sciences • Geology and Geophysics • 57 



GE 526 Igneous Petrology 

Prerequisites: GE 272, 525 or equivalent 

The origin and evolution of molten silicate- 
solid rock systems is reviewed in the light of 
chemical, experimental, and petrographic evi- 
dence. Principles of phase equilibria, liquid-solid- 
vapor interactions, sources of thermal energy and 
their relation to tectonic environments, rheologi- 
cal properties of solid, semi-solid, and liquid rock 
states, classification and tectonic interpretation, 
major and trace element geochemistry are among 
the many topics discussed in this course. 
Not offered 1 992-93 Rudolph Hon 

GE 528 Metamorphic Petrology 

Prerequisites: GE 272 or equivalent 

This course examines the nature and origin of 
rocks that formed by metamorphism from pre-ex- 
isting rocks. Topics will include the interpreta- 
tion of mineral assemblages, their phase relations, 
and the pressure-temperature regimes of meta- 
morphism. Not offered 1992-93 

J. Christopher Hepburn 

GE 530 Marine Geology (S: 3) 

Prerequisites: GE 132, 134, 272 

Recent geological, geophysical and geochemi- 
cal information on the ocean basins is examined. 
Emphases are placed on modern sedimentation 
and deformation dynamics, and ocean basin his- 
tory revealed by cored and dredged sediments and 
igneous rocks, together with seismologic, gravity, 
heatflow, and magnetic data. 

Benno M. Brenninkmeyer 

GE 539 Coastal Geology 

Prerequisites: GE 132, 134, MT 200-201 or MT 
204, PH 211 

Processes of deposition and erosion of the 
world's coastline. Topics to be considered are 
classification of shorelines; sea level changes; 
beach, paludal, deltaic, evaporite and carbonate 
environments. Special attention is given to shal- 
low water hydrodynamics. Not offered 1992-93 
Benno M. Brenninkmeyer 

GE 542 Engineering Geology 

Prerequisites: PH 2 1 1 and Structural Geology I or 
equivalents 

Emphasis will be given to analysis of problems 
frequently encountered in the engineering geol- 
ogy of sediments, utilizing principles of 
geotechnical engineering. The problems will in- 
clude basic processes such as those in hydrology 
that affect the mechanical behavior of sediments, 
time-dependent ground settlement, slope stabil- 
ity, and landslides. Not offered 1992-93 

E.G. Bombolakis 

GE 543 Plate Tectonics and Mountain Belts (F: 3) 

Prerequisites: GE 285 and GE 272 

The idea that the surface of the earth is not 
fixed but moves in response to convection cur- 
rents in the asthenosphere has revolutionized 
geology. While a great deal is known about Plate 
Tectonics, the full implications of this theory are 
subject to much current research and debate that 
will certainly continue to be a focus of geological 
thought well into the future. Since most students 
have a general understanding of Plate Tectonic 
theory, but few have a sufficient working knowl- 
edge of its ramifications, this course will explore 
Plate Tectonics and its geo-tectonic implications 



in detail. A particular emphasis will be on the use 
of Plate Tectonic processes in the interpretation 
of the origin of mountain belts and other large- 
scale geological structures. Both modern and an- 
cient examples will be discussed as will current 
ideas for the analysis of exotic terrains. 

J. Christopher Hepburn 

GE 547 Advanced Structural Geology 

Prerequisite: Consent of instructor 

The course begins with an introduction to de- 
formation of the lithosphere, culminating in a 
comparison of the North American Cordillera 
with the Appalachians. This comparison involves 
the principles of deformation of materials and the 
analyses of stress and strain, in order to analyze 
stress-strain and stress-strain-time behavior of the 
lithosphere. Initially, the subsidence of continen- 
tal margins, subsidence due to extension, and sub- 
sidence due to sedimentation in basins are treated 
in introductory quantitative terms. Then defor- 
mation mechanisms such as elasticity, thermal 
expansion, plastic deformation, pressure solution, 
and compaction are incorporated into the analy- 
sis of faults, faulting processes, folds, folding pro- 
cesses, including the development of several types 
of intrusive structures. Three hours of lecture per 
week. Not offered 1992-93 E.G. Bombolakis 

R.J. Martin III 

GE 550 Geostatistics 

Prerequisites: GE 115, 125 or equivalents: Com- 
puter Programming recommended. 

Practical approach to statistical and probabi- 
listic procedures for the acquisition, analysis and 
interpretation of geologic and ecologic data. In- 
troduction to mathematical models of gaussian 
and non-normal populations. Both single, variable 
and multivariable problems will be considered. 
Not offered 1992-93 Benno M. Brenninkmeyer 

GE 572 Geophysical Data Processing (S: 3) 

Prerequisite: GE 391, Computer Programming 

The techniques of convolution, correlation 
and spectral analysis are applied to seismic, mag- 
netic and gravity data, with emphasis on the 
theory and construction of two-dimensional fil- 
ters in the interpretation of geophysical data. 

Alan Kafka 

GE 595 Groundwater Hydrology II (F: 3) 

Prerequisite: GE 395 

The course covers the following: 1) theory of 
Groundwater Flow, Aquifer properties and defi- 
nitions. Darcy's law, definitions of total, elevation, 
and pressure heads, steady and unsteady one-di- 
rectional and two dimensional flow, 2) well and 
aquifer relationships. Flow to wells, discharge and 
drawdown relationships, well efficiency, etc., 3) 
analysis of discharging well and other test data. 
Steady state and transient equations, type curve 
solutions, recovery analysis, leaky aquifer solu- 
tions, etc., 4) methods of determining aquifer 
characteristics. Alfredo Urzua 

GE 610 Physical Sedimentation 

Prerequisites: GE 132, 134, 264, 272; MT 100- 
101;PH211 

A study of the physical dynamics of erosion, 
transport, and deposition of particulate matrials 
in fluid media. Experimental and empirical data 
on both channelized and nonchannelized flow 
systems will be examined. Special attention will 



be given to sedimentary structures and their hy- 
drodynamic interpretations. Three hours of lec- 
ture per week. Laboratory GE 61 1 required. 
Not offered 1 992-93 David C. Roy 

GE 61 1 Physical Sedimentation Laboratory* 

Experiments that illustrate sediment transport 
mechanisms and the development of sedimentary 
features in sandstone beds are performed using 
recirculating flumes. Not offered 1992-93 

David C. Roy 

GE 635 Ground Water Modelling (S: 3) 

Prerequisites: Knowledge of 2nd year Calculus, 
Introductory Physics, Fortran (or any other com- 
puter language), and some experience with an 
IBM personal computer. 

Some topics of this lecture course that will be 
covered are: a review of the fundamental prin- 
ciples of ground water flow; finite difference 
method as applied to steady state and transient 
flow problems; and introduction to the finite ele- 
ment method as applied to steady state and tran- 
sient flow problems. Alfredo Urzua 

GE 640 Geomechanics 

Prerequisites: Consent of instructor 

The principles of rock deformation will be 
emphasized, with applications to plate tectonics, 
structural geology, and case history problems 
encountered in the field of engineering geology 
of rock masses. Not offered 1992-93 

E.G. Bombolakis 

GE 660 Introduction to Seismology (F: 3) 

Prerequisites: GE 1 34 or equivalent, MT 200-20 1 
or MT 204 (may be taken concurrently) 

A basic course in seismology, including seis- 
mograph calibration, ray theory, body and surface 
waves, location, magnitude and intensity. Also 
discussed are seismicity, energy release, focal 
mechanisms, and fault-plane solutions. 

Alan Kafka 

GE 661 Theoretical Seismology 

Prerequisites: PH 480, GE 660 or equivalent 

An advanced course in seismology. Elasticity 
and development of the wave equations, reflec- 
tion and refraction, energy partitioning, inversion 
of body wave data and dislocation theory of earth- 
quakes. Not offered 1 992-93 Alan Kafka 

GE 662 Geomagnetism 

Prerequisites: GE 391, GE 500 

Analysis of the Earth's magnetic field in space 
and time. Origin of the field; secular variation; 
magnetic storms; micropulsations; electrical con- 
ductivity of the Earth; paleomagnetism and its 
relationship to theories of global tectonics. 
Not offered 1 992-93 John F. Devane, SJ. 

GE 663 Gravity Fields 

Prerequisites: PH 480 or equivalent 

Derivation of theoretical gravity formulas, 
geoidal heights, anomalistic gravity reductions, 
two-and three-dimensional modelling, and satel- 
lite geodesy. Not offered 1992-93 

The Department 

GE 668 Inverse Theory in Geophysics (F: 3) 

Prerequisite: MT 305, Programming Experience 
in FORTRAN or C 

The theory of the linear and non-linear inver- 
sion of data for model parameters and its appli- 
cation to various problems in geophysics is pre- 



58 • Graduate Arts and Sciences • Germanic Studies 



sented. Theories such as the generalized inverse, 
the stochastic inverse, and the maximum likeli- 
hood inverse are developed. The theory and prac- 
tical application of non-linear inversion is dis- 
cussed. Examples from seismology, gravity, mag- 
netism, and geology are used. The relevant math- 
ematics basis from linear algebra and statistics is 
reviewed. John E. Ebel 

GE 672 Physics of the Earth 

Prerequisite: Permission of instructor 

An advanced seminar course covering topics 
related to the physics behind plate tectonics. 
Topics include crustal deformation properties, 
the gravitational seismic and thermal structures 
of the earth, mantle convection and the driving 
forces of plate tectonics. Not offered 1992-93 

John E. Ebel 

GE 680 Geotectonks (F: 3) 

This is a combined lecture and laboratory course 
dealing with structural and tectonic features re- 
sulting from the interaction of plate motion and 
the development of mountain belts. The struc- 
tural and tectonic features will include several of 
prime interest in the oil industry, such as fault- 
propagation folds and faults. Several problems 
associated with their development will be defined 
with analytical solutions requiring field data from 
the literature and experimental data from the 
laboratory. The purpose of the laboratory is for 
students to conduct critical experiments with re- 
spect to appropriate problems, with the objective 
of preparing a group paper for publication. The 
sequence of authors of this paper will be deter- 
mined by the relative contributions of the partici- 
pants. E.G. Bombolakis 

R.J. Martin III 

GE 690 Tectonics of the Appalachian Orogen 
and Related Terrains 

Prerequisites: GE 285, 290, 526, 528 

This course presents a review and analysis of 
the literature on the Geology of the Appala- 
chian — Caledonide Orogen of eastern North 
America and Europe with special emphasis on 
those stratigraphic, structural and petrological 
parameters important for the evaluation of and 
development of tectonic models. 
Not offered 1992-93 James W. Skehan, S.J. 

GE 792 Applications of the Geographical 
Information System (ARC/INFO) (S: 3) 

Geographical Information System (GIS) is an 
integrated software environment that has two 
parts: information handling (data management) 
for both information organization and retrieval, 
and a second part that allows visual display of data 
in a graphical form on a map (geographical coor- 
dinate system). This course is designed to give 
students a working knowledge and a practical 
experience in applying computers in their stud- 
ies and/or research; there are no prerequisites. 

An introduction and overview of a Geographic 
Information System (GIS) along with extensive 
practical experience will be the primary focus of 
this course. The subjects covered will include 
practical aspects of data management within the 
relational database environment as well as a 
hands-on tutorial using practical day-to-day ex- 
amples. Special significance will be given to ap- 
plication of GIS to geological and geophysical 
studies with particular emphasis on data integra- 



tion, spatial RDBMS, and powerful graphics out- 
put capabilities of GIS. ARC/INFO is particularly 
designed to handle data and information related 
to mapping (geological and geophysical maps, 
land use, and even marketing). Many of the as- 
signments will use maps. Complementing the 
introduction and overview will be in-depth train- 
ing using graphics, workstations, and terminals. 

Michael Terner 

GE 793 Seminar in Environmental Geoscience: 
The Geotechnical Bases for Governmental Policies 
and Regulations (S: 3) 

Through guest lecturers, expert in their regula- 
tory and technical fields, this course will examine 
policy and scientific issues concerning the qual- 
ity of the environment. Topics will include: the 
Clean Air Act and air quality measurements; the 
Safe Drinking Water Act and water resource pro- 
tection; the Toxic Substance Control Act and 
health effects from environmental pollutants; and 
the disposal of hazardous and solid wastes. 

Charles M. Spooner 

GE 794 and 796 Seminar in Geology: (F: 3-S: 3) 

The analysis and discussion of topics of current 
interest in geology. The Department 



GE 795 and 797 Seminar in Geophysics (F: 3-S: 3) 

The analysis and discussion of problems of cur- 
rent interest in geophysics. The Department 

GE 798 Reading and Research in Geophysics 
(F: 3-S: 3) 

A study of some problem or area of knowledge in 
geophysics. The Department 

GE 799 Reading and Research in Geology (F: 3- 

S:3) 

A study of some problem or area of knowledge in 
geology. • The Department 

GE 801 Thesis Seminar (F: 3-S: 3) 

A thesis research course under the guidance of a 
faculty member. The Department 

GE 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

The Department 



Germanic Studies 

Although the Germanic Studies Department does 
not offer a graduate degree, the following course 
is available to graduate students from various de- 
partments. 

GM 199 Germanic Studies (F: 0) 

The course prepares the student for either a 
graduate language reading examination or the 
standardized Princeton type of test and provides 
him or her with the ability to read general or spe- 
cialized material in his or her own as well as re- 
lated major fields. Note: No previous German is 
required for this course. Gert Bruhn 



H 



i 



T 



O 



FACULTY 

Andrew Buni, Professor; A.B., A.M., University 
of New Hampshire; Ph.D., University ofVirginia 

James E. Cronin, Professor, Chairperson of the 
Department; Director of Graduate Studies B.A., 
Boston College; M.A., Northeastern University; 
Ph.D., Brandeis University 

Radu R. Florescu, Professor; A.B., A.M., B.Litt., 
Oxford University; Ph.D., Indiana University 

John L. Heineman, Professor; A.B., University of 
Notre Dame; Ph.D., Cornell University 

Raymond T. McNally, Professor; A.B., Fordham 
University; Ph.D., Free University of Berlin 

David A. Northrup, Professor; B.S., M.A., 
Fordham University; M.A., Ph.D., University of 
California, Los Angeles 

Thomas H. O'Connor, Professor, A.B., A.M., 
Boston College; Ph.D., Boston University 



R 



Alan Reinerman, Professor; B.S., A.M., Xavier 
University; Ph.D., Loyola University 

Peter H. Weiler, Professor; A.B., Stanford Uni- 
versity; A.M., Ph.D., Harvard Unversity 

Silas H. L. Wu, Professor; A.B., National Taiwan 
University; A.B., University of California at Ber- 
keley; A.M., Yale University; Ph.D., Columbia 
University 

Benjamin Brzude, Associate Professor; A.B., A.M., 
Ph.D., Harvard University 

Paul Breines, Associate Professor; A.B., A.M., 
Ph.D., University of Wisconsin 

Robin Fleming, Associate Professor; B.A., M.A., 
Ph.D., University of California at Santa Barbara 

Ellen G. Friedman, Associate Professo7-;BA., New 
York University; Ph.D., C.U.N.Y. Grad School 



Graduate Arts and Sciences • History • 59 



Mark I. Gelfand, Associate Professor; A.B., City 
College of New York; A.M., Harvard University; 
Ph.D., Columbia University 

R. Alan Lawson, Associate Professor; A.B., Brown 
University; A.M., University ofWisconsin; Ph.D., 
University of Michigan 

Roberta Manning, Associate Professor; A.B., Rice 
College; A.M., Ph.D., Columbia University 

Rev. Francis J. Murphy, Associate Professor; A.B., 
Holy Cross; A.M., Ph.D., Catholic University 

Kevin O'Neill, Associate Professor; A.B., Marquette 
University; A.M., Loyola University; Ph.D., 
Brown University 

Thomas W. Perry, Associate Professor; A.B., 
A.M., Ph.D., Harvard University 

Carol M. Petillo, Associate Professor, Director of 
Graduate Studies; A.B., Montclair State College; 
A.M., Ph.D., Rutgers University 

Virginia Reinburg, Associate Professor; A.B., 
Georgetown University; M.A., Ph.D., Princeton 
University 

Alan Rogers, Associate Professor; A.B., M.A., 
Ph.D., University of California, Santa Barbara 

John H. Rosser, Associate Professor; A.B., Univer- 
sity of Maryland; A.M., Ph.D., Rutgers Univer- 
sity 

Judith E. Smith, Associate Professor; B.A., Rad- 
cliffe College; M.A., Ph.D., Brown University 

Paul G. Spagnoli, Associate Professor; A.B., Holy 
Cross; A.M., Ph.D., Harvard University 

Karen Spalding, Associate Professor;B.A., Stanford 
University; M.A., Ph.D., University of California 
at Berkeley 

John Tutino, Associate Professor; A.B., College of 
the Holy Cross; Ph.D., University of Texas at 
Austin 

L. Scott Van Doren, Associate Professor; A.B., 
Oberlin College; A.M., Ph.D., Harvard Univer- 
sity 

Lawrence Wolff, Associate Professor; A.B., Har- 
vard College; M.A., Ph.D., Stanford University 

Sherri Broder, Assistant Professor; B.A., Hamp- 
shire College; M.A., State University of New 
York at Binghamton; Ph.D., Brown University 

Karen Miller, Assistant Professor; B.A., M.A., 
University of California at San Diego; Ph.D., 
University of California at Santa Barbara 

Mrinalini Sinha, Assistant Professor; M.A., 
Jawahawlal Nehru University; M.A., Ph.D., 
S.U.N.Y. 

PROGRAM DESCRIPTION 

The M.A. and Ph.D. degrees are offered with 
concentrations in Medieval History, Early Mod- 
ern European History, Modern European His- 
tory, American History, and Latin American His- 
tory. The Department also offers work in Afri- 
can History, Middle Eastern History, and Asian 
History. 

The Department sponsors interdisciplinary 
work leading to Master's degrees in American 



Studies, in European National Studies and in 
Medieval Studies. A Master of Arts in Teaching 
(MAT.) program for secondary school history 
teachers is administered by the Department of 
Education. 

Master of Arts Programs 

Requirements: The M.A. degree requires 30 gradu- 
ate credits, a distribution requirement for each 
particular program, and an oral comprehensive 
examination. The one exception to this is the 
European National Studies Program, which re- 
quires 36 credits. 

Students are not allowed to complete the M.A. 
program by attending only summer sessions, but 
are required to take a total of at least four courses 
(12 credits) during the regular academic year. 

The Master of Arts in History 

All candidates for the M.A. in History are encour- 
aged to pursue an individual course of study, de- 
veloped in conjunction with a faculty advisor, se- 
lected by the student during the first year in the 
program. In making their selection of courses and 
seminars, students are urged to widen their chro- 
nological and cultural horizons while deepening 
and specifying one special area of concentration. 
Considering these criteria, students are advised 
normally to select and complete 18 hours in a 
major area and 12 hours in a minor area. Avail- 
able as major or minor areas are American His- 
tory, Medieval History, Early Modern European 
History, Modern European History, (encompass- 
ing English, Irish, Continental European, East 
European, and Russian History) and Latin Ameri- 
can History. Other minor areas available are Af- 
rican, Middle Eastern, and Asian History. 

Students whose prior academic preparation is 
sufficient to warrant an exception be made to the 
above requirements may, with the consent of their 
advisor, ask the Graduate Committee of the De- 
partment for permission to substitute a different 
proportion or variety of courses and areas than 
those normally required. The opportunity for 
study in a major or minor area is open to the ex- 
tent that the Department offers sufficient course 
work in the student's area of interest. 

The possibility of study in departments out- 
side of History exists, and with the permission of 
the Graduate Committee of the Department a 
candidate whose advisor so recommends may earn 
as many as six credits in Classics, Economics, En- 
glish, Political Science, Sociology or other related 
disciplines. Graduate credits earned in a related 
discipline will be included in the distribution re- 
quirements for the appropriate area. 

In addition to the general requirements for the 
M.A. degree, students in the History program are 
required to complete a seminar in their major 
area. They must also pass a foreign language read- 
ing examination, ordinarily in French, German, 
Russian, or Spanish. Another foreign language, 
when relevant to the research of the student, may 
be substituted with permission of the Graduate 
Committee of the Department. Students also take 
an oral comprehensive examination, administered 
by the student's advisor and two additional fac- 
ulty members, one from the major area and one 
from the minor. 

Students may complete the Master's degree 
with or without a thesis. Those wishing to write 



a thesis should complete all of the other require- 
ments for the degree and request permission. The 
thesis counts for six credits and must be approved 
by the candidate's major advisor. 

The Master of Arts in American Studies 

American Studies is designed to develop an un- 
derstanding of the American experience by bring- 
ing the student to an integrated holistic engage- 
ment with American culture. The program is ex- 
tensive in that it allows the student to work in a 
number of different disciplines and intensive in 
that the techniques and information which he or 
she learns from them are focused upon particular 
problems in American culture. 

American Studies at Boston College is an in- 
terdepartmental program leading to the Master 
of Arts degree. Participating in the program are 
the Departments of History, English, Sociology, 
Economics and Political Science. The program is 
administered by a committee composed of rep- 
resentatives from each of the cooperating depart- 
ments. A two-semester core course required of all 
American Studies candidates seeks to bring the 
broad range of interests of the cooperating depart- 
ments to bear on American culture in order to 
show how a good interdisciplinarian would attack 
themes, problems, and issues, in a chosen field. 

Requirements: Candidates for the M.A. in 
American Studies will concentrate in one of the 
cooperating departments. In addition to 6 hours 
for the core course, all students will be expected 
to earn 12 hours in their field of major concen- 
tration, 9 hours in a field or fields related to their 
major interest, and 3 hours for one additional 
research seminar. 

The candidates will take an oral comprehen- 
sive examination which will be tailored to reflect 
their capacity to synthesize diverse areas of knowl- 
edge and will focus on their major interest. The 
examining board should consist of at least one 
member of the American Studies committee. 

An applicant for admission to the American 
Studies program should submit an application to 
the department of desired major concentration. 
Admission of any applicant will be determined 
both by the major department and the American 
Studies committee. 

European National Studies 

The M.A. in History is also offered in a program 
on the history and language of a single European 
nation. At present, programs are offered in Brit- 
ish, French, German, Irish, Russian, and Spanish 
studies. Except as noted below, students in Eu- 
ropean National Studies must complete 36 cred- 
its of approved courses and pass an oral compre- 
hensive examination. 

At least 18 credits must be in history, of which 
at least 6 credits should be in general European 
surveys (including one colloquium), and at least 
9 credits in the history of one European nation- 
ality (including a seminar in which that national 
language is used for research). Except for those 
in British and Irish studies, students must com- 
plete at least 1 2 credits in appropriate foreign lan- 
guage and literature courses, and receive a high 
pass on a written examination in that language. 
Students with sufficient background to enter lan- 
guage courses at the intermediate level or above 
may be permitted to take only 6 credits of course 



60 



Gradi'vit Ar is vnd Sciences • History 



work in language and literature courses and be 
exempted from 6 credits of work toward the de- 
gree. 

Students in Irish studies must, in addition to 
30 credits in history, Irish literature, and other rel- 
evant disciplines, take 6 credits in beginning Irish 
Gaelic. Students in British studies must take a 
total of 30 credits in history, English literature, 
and other appropriate courses, and fulfill the 
Department's usual foreign language require- 
ment. 

Medieval Studies 

The Department of History offers an opportunity 
in Medieval Studies for students planning to pur- 
sue advanced studies in the medieval field at Bos- 
ton College or at other institutions. Students in- 
terested in this course of study will be expected 
to take at least nine hours in Medieval History and 
at least six hours of graduate study in one of the 
related areas. The attention of History majors is 
directed to courses in medieval subjects offered 
by other departments. If the student is doing a 
thesis it will be written under the direction of a 
member of the History Department, and will be 
read by a member of the department in the related 
field of study. In addition to the language require- 
ments of the Department, the candidate will be 
expected to know Latin. All other requirements 
for the MA degree will remain in effect. 

The Doctor of Philosophy in History 

The Ph.D. is a research degree and requires spe- 
cial commitment and skills. While the degree is 
not granted for routine fulfillment of certain regu- 
lations, nor for the successful completion of a 
specified number of courses, there are certain 
basic requirements. These may, however, be 
modified as individual circumstances warrant. 

1. Course and Residency Requirements: Students 
entering directly into the Ph.D. program are re- 
quired to complete 42 credits, 36 of which are to 
be earned prior to taking comprehensive exams. 
The last six credits are to be earned by taking the 
Dissertation Seminar (3 credits) and readings and 
research (3 credits) directed toward the disserta- 
tion with the major professor. Students entering 
the program with a Master's degree in History 
from an institution other than Boston College will 
be required to complete 18 credits. AJ1 students 
in the Ph.D. program are required to pursue two 
semesters of full-time study during the first year 
and must, in the course of their studies, complete 
at least two seminars (one of which may be the dis- 
sertation seminar), and at least two colloquia (one 
in the major and one in a minor area). 

2. Faculty Advisor: During the first semester of full- 
time study, the doctoral student will pick a fac- 
ulty advisor, who will oversee the student's 
progress in preparing for comprehensive exams 
and in developing a dissertation topic. 

3. Plan of Study: By the conclusion of the first se- 
mester, and after full consultation with the advi- 
sor and the Director of ( Iraduate Studies, the stu- 
dent shall file a plan of study leading to the com- 
prehensive examination. This plan of study will 
consist of three areas of concentration (as defined 
below). One of these areas will be designated as 
the major area. From within this major area, the 
student shall choose two fields of study. Because 



FIELDS OF STUDY IN THE DOCTORAL PROGRAM 



AREA 

American History 



Medieval History 



Early Modern 
European History 



Modern European 
History 



Russian and Eastern 
European History 



Latin American 
History 



Other Areas 

(Minor only) 



FIELDS 

American History to 1 789 
American History, 1789-1877 
American History, 1865 to present 
American Intellectual History 
American Social History 
American Urban History 
American Racial and Ethnic History 
American Diplomatic History 
American Women's History 

Medieval Social and Economic History 
Medieval Cultural and Religious History 
Medieval Political History 

Renaissance Europe 

Reformation and Counter-Reformation 

Europe in the 1 7th and 18th Centuries 

Early Modern Social and Economic History 

England in the 18th century 

Early Modern French History 

Early Modern Spanish History 

Modern Europe, 1789-1914 

Modern Europe, 1870-1945 

Contemporary Europe 

Modern European Intellectual History 

Modern European Social and Economic History 

Modern European Diplomatic History 

British History since 1815 

German History since 1 789 

French History since 1 789 

Irish History since 1 789 

Italian History sincel 789 

Eastern Europe since 1 789 

Pre-Revolutionary Russian History 
Soviet History 

Eastern Europe before 1 789 
Eastern Europe since 1 789 

Colonial Latin American History 
Modern Latin American History 
Central American/Caribbean History 
South American History 
Mexican History 

History of China 
African History 
Middle Eastern History 
Ancient History 



the student will be expected to develop a mature 
understanding of this major area as a whole, one 
of these two major fields should be general in 
nature. The student shall then select one field of 
study from each of two additional areas of con- 
centration. Normally, faculty will require that 
students take at least some formal course work in 
each field and will expect students to develop and 
master a reading list of important books and ar- 
ticles agreed with the student. With the approval 
of the advisor and the Director of Graduate Stud- 
ies, the student may offer, as one of the two mi- 
nor areas, a discipline related to history or a topic 
within that cuts across traditional geographical or 



chronological boundaries. When considered nec- 
essary to the student's program, the department 
may require advanced-level work in a related dis- 
cipline either as a minor field or as supplemental 
work. This plan of study may be reviewed, evalu- 
ated, and revised whenever necessary. Changes, 
however, must be approved by the advisor and the 
Director of Graduate Studies. 

4. Areas and Fields: Among the areas and fields a 
student may choose to study are listed above. 
Substitution of other areas of study must be ap- 
proved by the Graduate Committee of the De- 
partment. Approval will be based upon the avail- 
ability of appropriate faculty at Boston College, 



Graduate Arts and Sciences • History • 61 



or at the schools involved in the Consortium pro- 
gram — Brandeis University, Boston University, 
and Tufts University. 

5. Language Requirements: The student must dem- 
onstrate a reading knowledge of at least two for- 
eign languages, normally French, German, Rus- 
sian or Spanish. Substitution of another foreign 
language may be permitted upon recommenda- 
tion of the student's advisor and with the approval 
of the Director of Graduate Studies. The lan- 
guage requirement must be fulfilled prior to tak- 
ing comprehensive examinations. 

Students who select Medieval History as their 
major area must pass an additional qualifying ex- 
amination in Latin (and/or Greek for Byzantine 
History), before taking the comprehensive exami- 
nation. Students concentrating in American His- 
tory may substitute competency in a field of par- 
ticular methodological or theoretical relevance to 
their program of study for competency in a sec- 
ond foreign language. To do so, students must pe- 
tition the Graduate Committee for the substitu- 
tion, explaining the nature of the field and its 
importance to the plan of study, particularly the 
dissertation. It will be the responsibility of the 
student's major professor to assess and certify that 
the student has acquired the appropriate skills and 
knowledge. 

6. The Comprehensive Examination. The student's 
oral comprehensive examination will normally be 
conducted by an examining board composed of 
four faculty members, two from the student's 
major area, and one each from the two minor ar- 



eas. 



The comprehensive examination is not re- 
stricted to the content of graduate courses, but 
will be more general in nature. While it is ex- 
pected that the student will have, by the time of 
the examination, a thorough grasp of the signifi- 
cant historiography in the three areas of study, the 
examination itself is more directly concerned with 
the maturity of the student's comprehension and 
with the ability to analyze, interpret, and evalu- 
ate. 

7. The Dissertation: Students are encouraged to 
develop a dissertation topic even before taking and 
passing comprehensive exams. The last six cred- 
its earned for the degree should be focused explic- 
itly on the dissertation, however. These should 
include the Dissertation Seminar and indepen- 
dent research with the major advisor. Ordinarily, 
these will be done after students have taken com- 
prehensive exams. Dissertation proposals must be 
approved by the faculty advisor, who serves as its 
director, and by the Graduate Committee of the 
Department, and should be completed by the end 
of the semester following the passing of compre- 
hensive exams. The dissertation itself must be 
approved by a committee of three readers, the 
director and two other faculty, approved by the 
Director of Graduate Studies. It must also be 
defended in an oral examination to which the 
entire graduate faculty in History is invited. 

Application to the M.A. and Ph.D. 
Programs 

The deadline for applications to the graduate pro- 
grams in History, and for financial aid, is March 
1. The Department does not ordinarily make 
decisions in the fall for January admissions. Pri- 



ority in the awarding of financial aid is nor- 
mally given to students applying to the Ph.D. 
program. Students who ultimately plan to 
pursue a Ph.D. should therefore consider ap- 
plying directly to the doctoral program. Pack- 
ets containing application materials can be ob- 
tained by writing or phoning the Director of 
Graduate Study, History Department. Along with 
the forms in the packet all applicants should sub- 
mit the following material: 1) scores of the Gradu- 
ate Record Exam (the history subject test is not 
required); 2) a succinct typed statement outlining 
your reasons for pursuing graduate study in his- 
tory; 3) a sample of your historical writing (a pa- 
per written for a recent course or one written 
expressly for the application); and 4) three (3) let- 
ters of recommendation. 

COURSE OFFERINGS 

Advanced Electives 

Graduate students may take most advanced un- 
dergraduate electives for graduate credits. Typi- 
cally, graduate students fulfill additional require- 
ments specified in advance by the professor. For- 
mal permission is required for graduate students 
to register in such courses. 

HS 303 The Rise of Modern China (F: 3) 

A survey of political, social and intellectual his- 
tory from 1 600 to the May Fourth Movement (In- 
tellectual Revolution) around 1919 with special 
attention to Western impact on China's domes- 
tic development from the mid-nineteenth to the 
early twentieth century. Silas Wu 

HS 304 20th-century China (S: 3) 

A survey of the political, social and intellectual his- 
tory of China in the twentieth century. The first 
half of the course will cover the period of the Re- 
public of China from 1912 to 1949; the second 
half will cover the history of the People's Repub- 
lic of China from 1949 to the present. Major top- 
ics are: The May Fourth Movement, the relation- 
ship between the Nationalists and the Commu- 
nists; Japanese imperialism and the War of Re- 
sistance; the growth of Chinese communism and 
Civil War; Maoism and the cult of Mao; the Cul- 
tural Revolution; and China's struggle to modern- 
ize in the post-Mao era. Silas Wu 

HS 305 Mao and the Communist Revolution in 
China (S: 3) 

A study of the Chinese Communist Revolution 
starting from its founding to the present with spe- 
cial emphasis on the personification of Mao in 
Chinese Communism. The first half of the course 
will cover the pre- 1949 years including Mao's 
early experiences in Hunan, the Long March, and 
ideology and strategies during the War and the 
Civil War; the second half will cover the post- 
1949 period under the People's Republic. Atten- 
tion will also be given to the desanctification of 
Mao after 1976 under the leadership of the prag- 
matists. Silas Wu 

HS 307 Travelers and Spies in the Middle East: 
Lawrence of Arabia and His Colleagues (F: 3) 

This course will examine the motives of the trav- 
elers, the impact of their writings, and the poli- 
cies and politics they sought to advance. Specific 
topics include: psychology of the traveler, works 
of travel as literature and history, the genre of 



travel literature; views of Islam, Arabs and Turks; 
the appeal of the East, response to the reception 
of the foreigner, Muslim travelers in the West, the 
romantic impulse for travel, and the industrial 
Revolution. Readings will be drawn largely from 
such writers as Lawrence himself, Richard Bur- 
ton, Charles Doughty, Wilfrid Thesiger, and 
William Gifford Palgrave. Benjamin Braude 

HS 31 1 The African Slave Trade (S: 3) 

From antiquity to the late nineteenth century 
black Africans were sold as slaves to the far cor- 
ners of the world. This course examines the ori- 
gins of this nefarious trade with particular empha- 
sis on the trans-Atlantic slave trade that began in 
the sixteenth century. Topics include the eco- 
nomic, political, and moral dimensions of the 
trade, including ways in which slaves were ob- 
tained in Africa, their transport to the New 
World, the slave systems that were established 
there, and the campaign to end the trade in Afri- 
can slaves. The African slave trade is an excellent 
introduction to the changing geography, econom- 
ics, and ideas of the modern world. 

David Northrup 

HS 314 (FA 327) Early Medieval Art in Ireland 
and Britain (F: 3) 

This seminar will examine the origins and devel- 
opment of art in Ireland and Britain in the Early 
Medieval period and production of Irish and En- 
glish missionaries on the Continent. Emphasis 
will be placed on manuscripts, sculpture, and 
metal-work of the sixth to ninth century, on un- 
derstanding works of art in their historical con- 
texts, and on their sources in the Celtic, Germanic 
and Mediterranean worlds. Students will work on 
individual research projects. Nancy Netzer 

HS 326 History of Modern Iran (F: 3) 

The primary objective of this course is to provide 
an analysis of the trends and transformations in 
the political, social and cultural history of Iran 
from the late nineteenth century to the present. 
Particular emphasis will be placed on the follow- 
ing topics: major structural changes in the Iranian 
economy and society in the latter part of the 1 9th 
century; social and religious movements in the 
19th century; the constitutional revolution of 
1905-191 1; the changing relations between Iran 
and the West; Iran's experience as a "moderniz- 
ing" state, 1925-1979; the cultural roots and the 
social-structural causes of the Iranian Revolution 
of 1 977-79; economic and political developments 
in Iran since the revolution; and Iran's current re- 
gional and international role. AH Banuazizi 

HS 363 Modern India I: India Under the British 

(F:3) 

The recent spate of popular films ("Gandhi," "A 
Passage to India", "Heat and Dust") and televi- 
sion series ("The Jewel in the Crown") on India 
prompted the Indian-born writer Salman Rushdie 
to comment on the phenomenon of the "revival 
of the Raj" in the West. This course will try to 
understand the implications of this renewed in- 
terest by starting with an exploration of the myth 
and the reality of the British Raj or rule in India. 
This course is designed as an historical survey of 
British rule in India, from the takeover of India 
by the British Crown in 1858 to Indian indepen- 
dence in 1947. We will look at British colonial 
policy as well as at various responses to colonial 



62 • Graduate Arts and Sciences • History 



rule in India, such as the social and religious re- 
form movements, peasant and anti-caste move- 
ments, the women's movement and the national- 
ist movement. We will also focus on the alterna- 
tive to the Raj offered by the Indian nationalist 
movement which, especially under the leadership 
of M.K. (iandhi, had come to encompass the vari- 
ous other movements. Mrinalini Sinha 

HS 364 Modern India II: India After 
Independence (S: 3) 

Although "India Under the British" is not a re- 
quirement for taking "India After Independence," 
the latter is a continuation of the former which 
deals with the period leading up to Indian inde- 
pendence in 1947. This course focuses on the 
modern developments in the Indian nation after 
1947. It begins with an evaluation of ideological 
foundations of the modern Indian state and its 
ability to deal with the many challenges to its le- 
gitimacy. In this context we will study the threats 
posed by various regional and secessionist move- 
ments, the resurgence of virulent communal or 
religious ideologies and the increase in violence 
against backward castes and groups and against 
women. We will also examine the vitality of sev- 
eral grass roots social movements in India, most 
notably Dalit (backward caste) and peasant move- 
ments which are addressing a wide range of issues 
from economic and political empowerment to 
gender, caste and environmental issues. 

Mrinalini Sinha 

HS 392 American Immigration Since 1900 (F: 3) 

An examination of "the new migration", 1890- 
1927; exclusion; hyphenated Americans (1927- 
1945); post-World War II "100% Americans"; 
the 1960s black-ethnic turmoil; the newest arriv- 
als (Puerto Rican, Cuban, Mexican, Latin Ameri- 
cans, Southeast Asian), and the "undocumented" 
since the 1970s. Andrew Buni 

HS 394 The Age of Jackson (F: 3) 

A study of the Jacksonian period of American His- 
tory, with particular emphasis upon the way in 
which new political ideologies influenced chang- 
ing patterns of thought in social, economic, and 
cultural affairs during the 1830s and 40s. Special 
consideration will be given to historical develop- 
ments in New England and the Northeast. 

Thomas O'Connor 

HS 399 The Gilded Age (F: 3) 

A survey of major political, social, economic, and 
cultural developments in the United States from 
1877 to 1897. The course will focus on the after- 
effects of national Reconstruction policy; the im- 
pact of industrialization and the philosophy of Big 
Business; the nature of literary and cultural stan- 
dards during a period of conspicuous consump- 
tion; and the response of farmers, laborers, and 
immigrants that led to the Populist crusade. 

Thomas H. O'Connor 

HS 401 (TH 444) The Reformation (S: 3) 

This course will explore the religious and social 
history of the Protestant and Catholic Reforma- 
tions. We shall examine in detail the major theo- 
logical and ecclesiological questions of the six- 
teenth century: How is a human being saved? 
What is the proper relationship between person 
and God? What is the status of earthly life in re- 
lation to eternal, heavenly life? I low should hu- 



man beings organize their knowledge and wor- 
ship of God, their administration of the spiritual 
life? We shall consider these questions by focus- 
ing on the ideas and activities of Erasmus, Luther, 
Calvin, Ignatius Loyola, and Teresa of Avila. 
However, we shall also devote considerable atten- 
tion to the opinions and religious practices of the 
ordinary believer — Protestant and Catholic, fe- 
male and male, peasant and aristocrat. Thus the 
relationship between theology and religious ex- 
perience will be an important theme of the course. 
We will also consider in some depth the impact 
of the Reformation on local religious life. 

Virginia Reinburg 

HS 406 Irish Society, Culture and Women 

1 848- 1 970 Margaret MacCurtain 

HS 418 (EN 500) Literature and Politics in 18th 
and 1 9th Century Ireland (F: 3) 

This course will examine the relationship between 
literature and politics in 18th and 19th century 
Ireland. Major works of Irish literature of this 
period will be considered in the light of their so- 
cial and political origins, their subsequent effect 
of political conceptualization and action, and their 
place in the development of the Irish literary tra- 
dition. Among the writers to be considered are 
Swift, Merriman, Maria Edgeworth, William 
Carlton, Charles Rickham. Adele M. Dalsimer 

Kevin O'Neill 

HS 421-422 Modern England (F: 3-S: 3) 

After a look at the medieval background, the 
course will deal with the period from 1485 to the 
present. Emphasis will be mainly on political and 
constitutional history, but with attention to social 
and intellectual developments as well, and also to 
the British Empire of the 19-20th centuries and 
British influence on the world at large. 

Thomas W. Perry 

HS 441-442 Rise of Modern Germany (F: 3-S: 3) 

A two-semester survey of the political, cultural, 
economic, and intellectual factors which comprise 
the so-called "German Problem". This course will 
provide the historical background for understand- 
ing the current dilemma of German re-unifica- 
tion. The first semester will concentrate on the 
developments from Napoleon's conquests to 
World War I, and will stress the search for unifi- 
cation. The second semester will begin with the 
Weimar Republic and continue through the Nazi 
Dictatorship up to contemporary developments. 

John L. Heineman 

HS 453 Russian History up to the Revolution (F: 3) 

A study of the major cultural and social develop- 
ments in Russia from the formation of the first 
Russian state to the Bolshevik Revolution of 1917. 
Special emphasis will be placed upon recent re- 
search concerning select problems in the field of 
Russian history. Raymond McN ally 

HS 454 Twentieth-Century Russia (S: 3) 

A survey of Russian history from the 1905 and 
1917 Revolutions to the present day, with an 
emphasis on the relation of social and political de- 
velopments. Special attention will be paid to the 
Russian Revolution of 1917 and its causes, the 
NEP, the power struggle of the 1920s, women's 
liberation, the rise of Stalin, industrialization, 
collectivization, political terror, World War II, 
the Cold War, Khrushchev and de-Stalinization, 



the "normalcy" of the Brezhnev era, Gorbachev 
and Perestroika and the end of the Soviet Period. 

Roberta Manning 

HS 462 The High Middle Ages (S: 3) 

The first half of this course will examine the rea- 
sons behind the appearance of a new and vital civi- 
lization in Europe during the twelfth century. 
This civilization was accompanied by the appear- 
ance of powerful feudal kingdoms, written gov- 
ernment, ordered legal systems, universities, and 
scholasticism. The second half of the course will 
explore the problems that arose because of these 
developments, in particular heresy, anti-semitism, 
and aristocratic, popular, and communal revolts. 
Readings will include epics, romances, legal and 
commercial documents, crusader chronicles, a 
medieval autobiography, and saints' lives. 

Robin Fleming 

HS 463 The End of the Ancient World: East and 
West (S: 3) 

How was power acquired, lost, flaunted, and ul- 
timately transformed in Late Antiquity? That is 
the focus of the course. Rome completed with a 
new imperial capital at Constantinople. Barbar- 
ian invaders settled in the West. New aristocra- 
cies competed with older ones. Power over the 
East was contested by Persians and Arabs. Holy 
men arose whose power sometimes equalled that 
of emperors and bishops. From the third to the 
eighth century, the Roman Empire broke apart, 
and was transformed in fundamental ways. The 
struggle for power, and its new manifestations is 
one way of looking at this transformation. 

Robin Fleming 
John Rosser 

HS 466 Europe 1871-1914 (S: 3) 

This course will explore the development of Eu- 
rope from the end of the Franco-Prussian War in 
1871 to the outbreak of World War I in 1914, 
years when Europe had attained a position of un- 
paralleled prosperity and world domination, but 
which ended disastrously with its plunge into war 
in 1914. Particular emphasis will be given to the 
following themes: the political and diplomatic de- 
velopments that first gave Europe one of its long- 
est periods of peace, and then plunged it into its 
most disastrous war; the political progress that led 
to the apparent triumph of liberalism and democ- 
racy in most of Europe by 1 9 1 4; the economic and 
technological progress that gave Europe unprec- 
edented prosperity, and the rise of European 
domination of the world. Alan Reiner-man 

HS 467 Sixteenth-Century Catholicism (F: 3) 

This is a lecture course dealing with the phenom- 
enon commonly known as the Catholic reforma- 
tion. Topics will include lay confraternities, the 
new catechesis, Humanism and the reform of 
ministry, the Council of Trent, the new religious 
orders, Teresa of Avila, Carlo Borromeo. 

Rev. John W. O'Malley, S.J. 

HS 468 Russian Intellectual History (S: 3) 

This course is concerned with writings of signifi- 
cant Russian thinkers from the nineteenth and 
twentieth centuries, in particular, the relationship 
among their ideas and concrete social, economic 
and political changes in Russia. 

Raymond T McNally 



Graduate Arts and Sciences • History • 63 



HS 469 Intellectual History of Modern Europe 
(F:3) 

This course traces the main contours and various 
nooks and crannies in the development of thought 
and culture in Western Europe from the Age of 
the French Revolution to the present day. It ex- 
amines the 19th century, moving from the de- 
cades (1800-1848) marked by idealist philoso- 
phies, romantic aesthetics and Utopian social theo- 
ries, to the triumph of positivism and the new 
religion of science between 1850 and the 1880s, 
and ending with the emergent crisis of Western 
culture at the century's close. Readings will in- 
clude works by Hegel, Schopenhauer, George 
Sand, Flaubert, Mill, Nietzsche, Engels, Gustav 
LeBon, Oscar Wilde and Andre Gide. 

Pa id Breines 

HS 470 Intellectual History of Modern Europe 

(S:3) 

Although HS 469 is not a requirement for taking 
HS 470, the latter is a continuation of the former, 
which deals with the 19th century. This course fo- 
cuses on the 20th. It begins with the cultural cri- 
ses and transformations of the turn of the last 
century, especially the works of Freud, Einstein, 
and the Cubists, viewing these as the soil for the 
growth of what is now called post-modernism. It 
traces developments through World War I and 
its impact through the politicization of intellec- 
tuals in the 1920s and '30s, World War II, geno- 
cide, post-war affluence and anti-colonialism, to 
the 1960s upheavals and the subsequent emer- 
gence of post-modernist ways of experiencing. 
Attention is given to the formation of sub-cultures 
around the artistic avant-garde, the political "ul- 
tra-left," and gay and lesbian life in Europe. 

Paul Breines 

HS 488 The French Revolution (F: 3) 

A social and political history of France during the 
turbulent decade, 1 789 through 1 799. The course 
will consider the origins of the Revolution, the re- 
construction of France by the National Assembly, 
the failure to regain stability in 1791-92, the rise 
of the radical Jacobins and the Reign of Terror, 
the Thermidorian Reaction, and the eventual rise 
and career of Napoleon Bonaparte. The course 
will conclude with an examination of the conse- 
quences of these events. Paul Spagnoli 

HS 501 Roots of Revolution: Central America 
(S:3) 

The peoples of Central America have faced diffi- 
cult revolutionary conflicts in recent decades. The 
nations of the region share common historical 
experiences from Spanish colonialism to twenti- 
eth-century U.S. economic expansion and politi- 
cal intervention. Yet the nations of Central 
America remain very diverse. National political 
systems vary, economic histories differ across re- 
gions within small nations, and sharp cultural di- 
versities persist. This course explores compara- 
tively the histories of Guatemala, El Salvador, and 
Nicaragua, seeking an understanding of the ori- 
gins of their diverse yet simultaneous revolution- 
ary conflicts. John Tutino 

HS 503 The Civil War (S: 3) 

An analysis of the Civil War in the United States 
from 1845tol877in terms of the background and 
causes of the conflict, the principal military the- 



aters of operation, and the main events of the 
Reconstruction period that followed the war. 

Thomas H. 'Connor 

HS 5 1 6 American Revolution (S: 3) 

This course will analyze the political, social, and 
economic causes and consequences of the Ameri- 
can Revolution. It is a course intended primarily 
for advanced history majors and graduate stu- 
dents. Alan Rogers 

HS 537 The United States Since 1929 (F: 3) 

This course is designed for history majors and 
others interested in the significant political, eco- 
nomic and social developments in the United 
States over the past half-century. The course will 
focus mainly on domestic affairs, but one of the 
themes will be the increasing role the United 
States played in world politics during this period. 
Among the topics to be covered are: the Great 
Depression; Franklin D. Roosevelt and the New 
Deal; World War II; the Cold War; the Red 
Scare; the civil rights movement; student protest 
in the 1960s; the struggle for sexual equality; 
Johnson, Nixon, Vietnam and the problem of the 
modern presidency; the contemporary crisis in the 
American economy and Reaganomics. One of the 
issues we will be examining throughout the course 
is the ability of American liberalism to meet our 
society's problems and its efforts to adapt to 
changing conditions. Mark Gelfand 

HS 545-546 American Ideas and Institutions 
(F: 3-S: 3) 

A history of thought as it has developed within the 
framework of American society. The course will 
compare ideas of several distinct kinds: those 
which have expressed the prevailing ways of each 
period; those which have offered alternatives; and 
those which have sought artistically to mirror 
dreams and realities. Alan Lawson 

HS 549-550 U.S. Military History (F: 3-S: 3) 

The military tradition in the United States is older 
then the country itself. Out of this tradition grow 
many of the ideas and assumptions which still 
shape current military policy. This course will 
examine the military history, both in war and in 
peace, and the attitudes to which it gave shape, 
particularly emphasizing military leaders, institu- 
tional developments, and the social and political 
context in the years between 1607 and 1991. 

Carol M. Petillo 

HS 575 Concertworks in Europe and the United 
States, 1930-1945 (F: 3) 

A survey of major works, mostly musical, created 
during the crisis years of the Great Depression 
and of World War II. The course will be built 
around compositions by Shostakovitch, 
Prokofiev, Bartok, Kodaly, Orff, Weill, Ravel, 
Stravinsky, Britten, Gershwin, Ellington, Basie, 
Holiday, Copland, and Bernstein. Some of the 
ways in which the often traumatic experiences of 
the period may have affected cultural activity will 
be one of the central concerns of the course. Since 
many of the compositions were presented in col- 
laborative productions, contributions by direc- 
tors, choreographers, designers of stage and film 
productions, and others will be included in the 
course as subordinate topics. Each student will put 
together a collection of "images" from the period 
(on paper, in a sequence of slides, in a computer 



presentation, or in some other suitable format to 
be worked out in cooperation with the professor) 
corresponding "appropriately" to the "content" 
of one of the musical works and/or to the "con- 
text" in which it was composed. Scott Van Doren 

Graduate Colloquia 

A colloquium consists of readings, primarily in 
secondary sources, on a series of selected topics. 
All graduate students are urged to take at least one 
colloquium each semester. 

HS 822 Colloquium: The National Security State 
in 20th-century Russia (F: 3) 

The world wars and permanent peacetime arms 
race of the 20th century greatly enhanced the 
scope of state activity, giving rise to a new phe- 
nomenon, "the national security state," capable of 
subordinating other concerns to waging and pre- 
paring for total war. This course seeks to explore 
the rise and development of the national security 
state in Russia, the least economically developed 
of the great powers, where many believe that state 
authority developed to its zenith. We will seek to 
understand why the new Soviet government, 
which arose as the result of a revolution that re- 
pudiated war and the modern arms race, became 
one of the major parties to the Cold War through 
a melange of diplomatic and military history and 
biography (both collective and individual). We 
will also study the role the USSR played in the 
Cold War between 1945 and 1991. Special atten- 
tion will be paid to the impact of foreign policy 
on the USSR's domestic development; the bur- 
den of military spending on the Soviet economy; 
the impact of World War II; the course of the 
arms race; the role played by each of the Soviet 
Union's major leaders, from Lenin to Gorbachev 
(especially their distinctive views of foreign rela- 
tions); and the relationship of the Soviet Union 
to the rash of revolutions in late industrializing 
nations that began in 1905, accelerated in the 
wake of both world wars, and ended only in 1975, 
with the fall of the last of Europe's colonial em- 
pires, that of Portugal. Roberta Manning 

HS 823 Colloquium: Nietzsche (S: 3) 

This colloquium will, so to speak, historically 
think Nietzsche anti-historically thinking history. 
Along the way, we will concern ourselves with the 
problems and possibilities of doing this. The main 
Nietzsche texts will be his Untimely Meditations 
(especially Uses and Abuses of History) and Geneal- 
ogy of Morals. Part of our work will involve open- 
ing ourselves to Nietzsche's critique of historical 
thinking and writing; part will be to consider his 
critique in historical terms; part will be to reckon 
with the tensions between these efforts. If Steven 
Aschheim's forthcoming book on Nietzsche's 
impact in Germany is published in time, we will 
use it. Michel Foucault's essay, "Nietzsche, Ge- 
nealogy, History", Jacques Derrida's Spurs. 
Nietzsche's Styles, David Allison's collection of es- 
says, The New Nietzsche, and Alexander Nehamas's 
Nietzsche, Life as Literature, Andre Gide's novel, 
The Immoralist, and the chapter on Nietzsche in 
Georg Lukacs's Destruction of Reason will also be 
used and, doubtless, abused. Paul Breines 

HS 826 Colloquium: Daily Life in the West 
1000-1 800 (F: 3) 

This course will use primary sources and second- 
ary studies by scholars in the "new history" to 



64 • Graduate Arts and Sciences • History 



consider how people, especially "ordinary" 
people, experienced life during the Medieval and 
Early Modern periods. Although a few sessions 
will concern topics having to do with "mentali- 
ties," most will concern activities associated with 
"material" needs. Among these topics: food and 
drink, clothing, shelter, heat and light, measures 
against illness and incapacitation, gender defini- 
tion and gender-defined roles, marriage and re- 
production, types of labor, implications of lit- 
eracy, protection of self/others/possessions, plea- 
sures of surplus, criminal behavior, perceptions of 
the supernatural, experience of old age, confron- 
tations with death. Scott Van Doren 

HS 839 Colloquium: German History Since 
1945 (F: 3) 

This course will concentrate on readings and dis- 
cussions of the evolution of the two German Re- 
publics since the end of the war. It will focus spe- 
cifically on political aspects, with some attention 
to economic and cultural developments. 

John L. Heineman 

HS 846 Popular and Elite Culture in Ireland: 
1750— 1850 (F: 3) 

During the century under consideration Ireland 
experienced dramatic and often violent social and 
political change. Major events included the emer- 
gence of colonial nationalism and Republicanism, 
the Revolution of 1798, the Act of Union, the 
movements for Catholic Emancipation and Re- 
peal, and the Revolution of 1848. Traditional his- 
toriography has linked these events through the 
personalities of the major political leaders in- 
volved. This course will instead explore the ways 
in which popular culture both facilitated and in 
some cases, dominated these developments. It will 
focus on the ways in which population growth, 
increased contact with the Continental and Atlan- 
tic worlds, popular religion, increases in educa- 
tional and printing resources, and the develop- 
ment of the first mass democratic politics in Eu- 
rope gave Irish people an unprecedented oppor- 
tunity to participate in events of this era. Specific 
topics covered included: sectarianism, agrarian 
protest, moral economy, colonial identity, literacy 
and education, popular religion, public and pri- 
vate discourse, and urban-rural relations. 

Kevin O'Neill 

HS 855 Colloquium: U.S. to 1860 (F: 3) 

This course is intended as an introductory, gradu- 
ate-level survey of major themes and issues in 
American history prior to the Civil War. The 
approach will be largely historiographical, in the 
sense that it will focus on works of major inter- 
pretive significance rather than upon works of a 
synthetic nature. Alan Rogers 

HS 856 Colloquium: Civil War (S: 3) 
\ Graduate Colloquium focusing on the major 
historians, the outstanding secondary sources, and 
the significant schools of historical thought relat- 
ing to the era of the American Civil War. 

Thomas O'Connor 

HS 864 Colloquium: European Cultural History 

(S:3) 

This course will focus on 18th-century culture, 
examining the intellectual transition from early 
modern Europe to modern Europe, the revolu- 
tionary implications of the enlightenment in Eu- 



rope in America, and the cultural evolution 
through travel and philosophy of Europe's per- 
spective on the world. Lawrence Wolff 

HS 872 Colloquium: U.S. Since 1860 (S: 3) 

An historiographical approach to American his- 
tory. Among the topics to be covered are Recon- 
struction, Big Business, Populism, Progressivism, 
the New Deal, Post- World War II Society and 
Politics, Kennedy and Johnson. Andrew Buni 

HS 876 Colloquium: Biography (S: 3) 

This course will examine biography both as a 
methodology and as one way to know history. 
Readings will include studies about the genre, as 
well as biographies of historical figures from 
around the world. Carol M. Petillo 

HS 891 Graduate Core Colloquium: An 
Introduction to the Literature of American 
Studies (F: 3) 

The colloquium considers a wide range of read- 
ings that represent key avenues of approach to the 
interdisciplinary study of culture. Additional time 
will be spent examining the nature of the field of 
American Studies and its present state. 

Judith Smith 

HS 893 Global Power and Local Cultures (F: 3) 

Power has become increasingly global since the 
sixteenth century, as commercial, then capitalist 
production became ever more encompassing, and 
as states became increasingly expansive, often 
imperial. Yet the social and culture worlds in 
which most people live remain local: a metropo- 
lis, a region, a village community. Lives across the 
globe are linked and in fundamental ways struc- 
tured by powers beyond local, even national, con- 
trol. Yet the social and cultural adaptations to 
those powers, the human relationships and guid- 
ing visions that organize everyday lives, histori- 
cally develop in local contexts. The result has been 
an ever more encompassing global integration 
accompanied by proliferating social and cultural 
diversity. This colloquium explores major histori- 
cal analyses of the internationalization of power 
along with outstanding works that probe locally 
diverse adaptations to those powers in Latin 
America. The goal is an understanding of the 
changing relations between global power and lo- 
cal cultures from the sixteenth century to the 
present. John Tutino 

HS 896 Core Colloquium: Early Modern Europe 

(S:3) 

The purpose of this course is to prepare students 
to be teaching assistants in the first half of the 
History Core course. This year the colloquium 
will focus on the social and political history of 
Italy, Spain, and Prance from approximately 1400 
to 1 700. Topics to be covered include transfor- 
mation of the social structure in city and coun- 
tryside, political life at the level of both state and 
local community, and issues of gender in social 
and political life. Virginia Reinburg 

HS 897 Core Colloquium: Modern Europe (F: 3) 

The colloquium will serve as a broad introduction 
to major themes, controversies and historio- 
graphic developments in modern European his- 
tory. The focus during 1992-93 will be largely 
upon social and economic history. James Cronin 



Graduate Seminars 

Seminars primarily involve original research in a 
carefully delineated topic. Students must discuss 
with the professor whether or not they have the 
necessary background and, where appropriate, the 
necessary foreign language ability to qualify for 
admission into the seminar. 

HS 91 1 Seminar: Andean History (S: 3) 

Half of course will be devoted to presentation and 
discussion of secondary readings, both for their 
theoretical insights as well as their use of source 
materials. During the second half of the course, 
students will prepare their own research papers, 
with periodic conferences with the professor. If 
possible, the final weeks of the term will again 
bring the members of the class together, so that 
members can present their papers to their col- 
leagues and discuss one another's work. 

Karen Spalding 

HS 9 1 2 Seminar: Jesuit Origins, 1 540-1 600 (S: 3) 

Investigation through research in original docu- 
ments of any of the aspects of the early Jesuits — 
as theologians, catechists, preachers, founders of 
works of social assistance, as related to the vari- 
ous Inquisitions, etc. Reading knowledge of at 
least one pertinent foreign language required. 
Rev. John W. O'Malley, SJ. 

HS 936 Seminar: 1 9th-Century Europe (S: 3) 

The course will deal with the major political, dip- 
lomatic, social, and religious developments in 
Europe during the period 1814-1914. Students, 
in consultation with the professor, will choose a 
topic for their seminar paper from among the 
many possibilities offered by that time period. 

Alan Reineman 

HS 961 Seminar: Public Culture in America (S: 3) 

Students in this seminar will pursue selected top- 
ics concerned with the place of cultural ideas and 
patterns within the institutions of public life. Stu- 
dents will be asked to focus on their own inter- 
ests, at the same time they will be as a group, ex- 
plore cultural boundaries between public and pri- 
vate spheres of activity. Alan Lawson 

Graduate Independent Study 

HS 799 Readings and Research: Independent 
Study 

Prerequisite: Permission of Instructor 

Graduate students who wish to pursue a se- 
mester of directed readings with individual fac- 
ulty members under this category must secure the 
permission of the faculty member. 

The Graduate Faculty 

HS 801 Thesis Seminar (F, S: 6) 

A research course under the guidance of a faculty 
member for those writing a six-credit Master's 
Thesis. 

HS 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

HS 888 Master's Interim Study (F: 0-S: 0) 



Graduate Arts and Sciences • Mathematics • 65 



HS 992 Dissertation Seminar (S: 3) 

The aim of this course is to bring together stu- 
dents beginning dissertations in various fields to 
discuss the substance of their research and prob- 
lems of theory, method and organization. Stu- 
dents will be expected to report on their work and 
to present, by the end of the course, either a dis- 
sertation proposal or a section of the dissertation 
itself. Peter We Her 

HS 998 Doctoral Comprehensives 



HS 999 Doctoral Continuation (F: 0-S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register for 
doctoral continuation during each semester of 
their candidacy. This registration entitles them to 
the use of the University facilities (library, etc.) 
and to the privilege of auditing informally (with- 
out record in the graduate office) courses which 
they and their advisors deem helpful. Tuition 
must be paid for courses formally audited or taken 
for credit. 



Mathematics 



FACULTY 

Jenny A. Baglivo, Professor; B.A., Fordham Uni- 
versity, M.A., M.S., Ph.D., Syracuse University 

Gerald G. Bilodeau, Professor; A.B., University 
of Maine; A.M., Ph.D., Harvard University 

Richard L. Faber, Professor; B.S., Massachusetts 
Institute of Technology; A.M., Ph.D., Brandeis 
University 

Margaret J. Kenney, Professor; B.S., M.A. Bos- 
ton College; Ph.D., Boston University 

John H. Smith, Professor; A.B., Cornell Univer- 
sity; Ph.D., Massachusetts Institute of Technol- 
ogy 

Joseph A. Sullivan, Professor; A.B., Boston Col- 
lege; M.S., Massachusetts Institute of Technol- 
ogy; Ph.D., Indiana University 

Paul R. Thie, Professor; B.S., Canisius College; 
Ph.D., University of Notre Dame 

Robert J. Bond, Associate Professor; A.B., Boston 
College; Ph.D., Brown University 

Daniel W. Chambers, Associate Professor; A.M., 
Ph.D., University of Maryland 

Richard A. Jenson, Associate Professor; A.B., 
Dartmouth College; A.M., Ph.D., University of 
Illinois at Chicago Circle 

William J. Keane, Associate Professor; A.B., Bos- 
ton College; M.S., Ph.D., University of Notre 
Dame 

Gerard E. Keough, Associate Professor; A.B., Bos- 
ton College; Ph.D., Indiana University 

Charles Landraitis, Associate Professor, Chairper- 
son of the Department; A.B., Wesleyan University; 
M.S., University of Pennsylvania; A.M., Ph.D., 
Dartmouth College 

Harvey R. Margolis, Associate Professor; M.S., 
Ph.D., University of Chicago 

Rennie Mirollo, Associate P?vfessor; B.A., Colum- 
bia College; Ph.D., Harvard University 

Nancy E. Rail is, Associate Professor; A.B., Vassar 
College; M.A., Ph.D., Indiana University 

Ned I. Rosen, Associate Professor; B.S., Tufts 
University; M.A., Ph.D., University of Michigan 

John P. Shanahan, Associate Professor; B.S., M.S., 
University College, Galway; Ph.D., Johns 
Hopkins University 



Robert H. Gross, Assistant Professor; A.B., 
Princeton University; Ph.D., Massachusetts In- 
stitute of Technology 

Joseph F. Krebs, Assistant Professor; A.B., A.M., 
Boston College 

PROGRAM DESCRIPTION 

Master of Arts Program 

The Department of Mathematics offers a flexible 
M.A. program for students wishing to study math- 
ematics at an advanced level. Beyond the common 
core of required courses described below, students 
may select courses according to their individual 
interests. Courses are available in both pure and 
applied areas for students wanting to broaden 
their background for entrance to a doctoral pro- 
gram, or before seeking employment in govern- 
ment, industry or education. 

In particular, in pure mathematics, courses in 
topology, analysis and algebra are offered. In ap- 
plied areas, courses to meet specific needs are 
provided. For a student interested in a career in 
actuarial mathematics the Department offers 
courses in probability and statistics, numerical 
analysis and mathematical programming (opera- 
tions research). For students interested in com- 
puter science, the Department offers courses in 
programming, data structures, machine language, 
algorithms, automata and formal languages, and 
alternate year electives in topics such as computer 
graphics and logic. 

Students interested in a teaching career at the 
secondary level should be aware that because of 
certification requirements, unless approved 
equivalents have been taken previously, their 
course work should include: 

1 . MT 45 1 (Euclidean and Non-Euclidean Ge- 
ometry), 

2. MT 426-427 (Probability and Mathematical 
Statistics), 

3. some exposure to the use of computers in math- 
ematics — which may be accomplished by taking 
any 500 level course except MT 550. 

The course requirements for the degree are 
30 credit hours of courses in the Department and 
participation in a non-credit seminar (MT 902- 
903). Under special circumstances, and with the 
approval of the Graduate Committee and the 
Department Chairperson, a student can satisfy the 



degree requirements with 24 credit hours of 
courses and a thesis (6 credit hours). 

All students are required to take (or have the 
equivalent of) MT 804-805 (Analysis), MT816- 
817 (Modern Algebra) and either MT 814-815 
(Complex Variables), MT 840-841 (Topology) or 
MT 860-861 (Logic and Foundations). All stu- 
dents must pass a written comprehensive exami- 
nation in analysis and algebra (based on MT 804- 
805 and 816-817). 

Subject to approval of the Graduate Commit- 
tee, a student may receive credit for the follow- 
ing undergraduate courses: MT 414, 426-427, 
430, 435-436, 445, 451, 452, 480, and any 500 
level course except MT 550. However, students 
may be required to do extra work in these courses 
in order to earn graduate credit. Beyond the ten 
courses used to satisfy the degree requirements, 
students may take some additional courses in or 
outside of the Department. 

Each graduate student should consult with the 
Director of the Graduate Program to develop a 
program suitable for his or her needs. Final ap- 
proval for each student's program is granted by 
the Graduate Committee. 

Master of Science in Teaching Program 

The Department offers a program leading to the 
degree of Master of Science in Teaching (M.S.T.) 
in cooperation with the Department of Educa- 
tion. This program is designed either for experi- 
enced teachers or for prospective teachers and 
consists of five courses in mathematics and up to 
24 credits in education, depending on experience. 
Additional information on the program is avail- 
able in the Education section of this Catalog. 
Degree candidates draw up an overall plan of 
study with joint advisement from the Director of 
the Graduate Program in Mathematics and the 
advisor for the M.S.T. program in the Graduate 
Department of Education. 

Candidates are required to complete MT 
804-805 (Analysis) and three other MT courses 
at or above the 400 level, including at least one 
from among MT 400-199 or MT 800-899. Be- 
cause of certification requirements, unless ap- 
proved equivalents have been taken previously, 
these required courses should include: 

1. MT 451 (Euclidean and Non-Euclidean Ge- 
ometry), 

2. either MT 420 (Probability and Statistics) or 
MT 426-127 (Probability and Mathematical Sta- 
tistics), 

3. some exposure to the use of computers in math- 
ematics — which 

may be accomplished by taking MT 550 (Com- 
puter Science I) or any other higher level com- 
puter course. 

Another course particularly well suited for this 
program is MT 430 (Number Theory). 

M.S.T. candidates must also pass an oral com- 
prehensive examination and submit a brief exposi- 
tory paper in some area of mathematics. 

COURSE OFFERINGS 

MT 100-101 Calculus I, II (F: 3-5: 3) 

Prerequisite: Trigonometry 

This is a course in the calculus of one variable 
intended for biology, economics, and premedical 
students, but open to all who are qualified. Stu- 



66 • Graduate Arts and Sciences • Mathematics 



dents who have completed a year course in cal- 
culus at the secondary level should consider the 
accelerated version of this course, MT 110-111. 
Topics include limits, derivatives, integrals, tran- 
scendental functions, techniques of integration, 
and applications. MT 100 is not open to students 
who have completed a calculus course at the col- 
lege level. 

MT 102-103 Calculus (Math/Science Majors) I, II 
(F: 4-S: 4) or (F: 4) 
Prerequisite: Trigonometry 

This course sequence is a first course in cal- 
culus for mathematics, computer science, chem- 
istry, geophysics, and physics majors. Topics cov- 
ered include differentiation and integration of 
functions of one variable, applications, transcen- 
dental functions, L'Hospital's rule, polar coordi- 
nates, sequences and series, and conic sections. 
Students who have completed a calculus course 
at the college level should consult with the Chair- 
person before electing this course. 

MT 1 10-1 1 1 Calculus/ Accelerated (F: 3-5: 3) 

This course is an accelerated version of MT 100- 
101, and is designed for students who have had 
the equivalent of a one year course in calculus in 
secondary school. Topics include those listed for 
Calculus I and II, sequences and series and conic 
sections. 

MT 1 10 is not open to students who have 
completed a calculus course at the college level. 

MT 200-201 Intermediate Calculus I, II (F: 3-5: 3) 

Prerequisite: MT 100-101 

This course sequence is a continuation of MT 
100-101. Topics include vectors and analytic ge- 
ometry of three dimensions, partial differentiation 
and multiple integration with applications, infi- 
nite series, and an introduction to differential 
equations. 

MT 202 Multivariate Calculus I (F, S: 4) 

Prerequisite: MT 102-103 or MT 1 10-1 1 1 

This course is a continuation of MT 102-103 
or MT 110-111 for those students majoring in 
mathematics, chemistry, geology, geophysics or 
physics. Topics include vectors in two and three 
dimensions, analytic geometry of three dimen- 
sions, curves and surfaces, partial derivatives and 
multiple integrals. 

MT 203 Multivariate Calculus II (F, S: 3) 

Prerequisite: MT 202 or MT 1 1 3 

This course is a continuation of MT 202 for 
mathematics majors. Topics include the calculus 
of vector fields, line and surface integrals, differ- 
ential equations and additional topics as time per- 
mits. 

MT 216-217 Abstract and Linear Algebra I, II 
(F: 3-S: 3) 

This course is designed to develop the student's 
ability to do abstract mathematics through the 
presentation and development of the basic notions 
of algebraic structures and linear algebra. Topics 
include logic, sets, mappings, the integers, rings, 
fields, vector spaces, basis and dimension, systems 
of linear equations, linear transformations, matri- 
ces, eigenvalues and inner product spaces. 

MT 305 Advanced Calculus (Science Majors) (S: 4) 

Prerequisite: MT 201 or the equivalent 

Topics include: linear second order differen- 
tial equations, series solutions of differential equa- 



tions including Bessel functions and Legendre 
polynomials, solutions of the diffusion and wave 
equations in several dimensions, the basic prop- 
erties of the Laplace transform with applications. 

MT 410 Differential Equations (F: 3) 

Prerequisites: Linear Algebra and MT 203 

This course is intended primarily for the gen- 
eral student who is interested in seeing applica- 
tions of mathematics. Among the topics covered 
will be: First order linear equations, second or- 
der linear equations, general nth order equations 
with constant coefficients, series solutions, special 
functions. Not open to candidates for the M.A. 
in mathematics. 

MT 414 Numerical Analysis (S: 3) 

Prerequisite: MT 201 or MT 203, and a program- 
ming course, such as MT 063, MT 550 or MC 
140 

Topics include the solution of linear and non- 
linear algebraic equations, interpolation, numeri- 
cal differentiation and integration, numerical so- 
lution of ordinary differential equations, approxi- 
mation theory. 

MT 420 Probability and Statistics (S: 3) 

Prerequisite: MT 201 or MT 202 

This course is introductory but assumes a cal- 
culus background. It is open to any mathematics 
or science major who has not taken MT 426. Its 
purpose is to provide an overview of the basic 
concepts of probability and statistics and their 
applications. Topics include probability functions 
over discrete and continuous sample spaces, in- 
dependence and conditional probabilities, ran- 
dom variables and their distributions, sampling 
theory, the central limit theorem, expectation, 
confidence intervals and estimation, hypothesis 
testing. 

MT 426 Probability (F: 3) 

Prerequisite: MT 202 

A general introduction to modern probabil- 
ity theory. Topics studied include probability 
spaces, distributions of functions of random vari- 
ables, weak law of large numbers, central limit 
theorems and conditional distributions. 

MT 427 Mathematical Statistics (S: 3) 

Prerequisite: MT 426 

Topics studied include: sampling distribu- 
tions, introduction to decision theory, paramet- 
ric point and interval estimation, hypothesis test- 
ing and introduction to Bayesian statistics. 

MT 430 Introduction to Number Theory (S: 3) 

Prerequisite: MT 2 1 6-2 1 7 

Topics covered include divisibility, unique 
factorization, congruences, number-theoretic 
functions, primitive roots, diophantine equations, 
continued fractions, quadratic residues, and the 
distribution of primes. An attempt will be made 
to provide historical background for various prob- 
lems and also to provide examples useful in the 
secondary school curriculum. 

MT 435-436 Mathematical Programming I, II 
(F: 3-S: 3) 

By providing an introduction to the theory, tech- 
niques, ;nd applications of mathematical pro- 
gramming, this course demonstrates how math- 
ematical theory can be developed and applied to 
solve problems from management, economics, 
and the social sciences. Topics studied from lin- 



ear programming include a general discussion of 
linear optimization models, the theory and devel- 
opment of the simplex algorithm, degeneracy, 
duality, sensitivity analysis, and the dual simplex 
algorithm. Integer programming problems, and 
the transportation and assignment problems are 
considered, and algorithms are developed for their 
resolution. 

Other topics are drawn from game theory, 
dynamic programming, Markov decision pro- 
cesses (with finite and infinite horizons), network 
analysis, and non-linear programming. 

MT 445 Applied Combinatorics (F: 3) 

Prerequisites: A year of calculus and a course in 
linear algebra, abstract algebra or multivariable 
calculus. 

This course introduces graph theory and enu- 
meration theory with an emphasis on problem- 
solving. Topics include graphs, trees, counting 
methods for arrangements and selections, inclu- 
sion-exclusion, generating functions and recur- 
rence relations. Representative applications to 
other areas, such as geometry, probability, com- 
puter science, operations research and recre- 
ational mathematics will be included. One or 
more additional topics may be introduced as time 
permits. Credit cannot be granted for both this 
course and MT 244, Discrete Structures and 
Applications. 

MT 451 Euclidean and Non-Euclidean 
Geometry (S: 3) 

Prerequisite: MT 201 or MT 202, or the equiva- 
lent. 

This course surveys the history and founda- 
tions of geometry from ancient to modern times. 
Topics will be selected from among the follow- 
ing: Mesopotamian and Egyptian mathematics, 
Greek geometry, the axiomatic method, history 
of the parallel postulate, the Lobachevskian plane, 
Hilbert's axioms for Euclidean geometry, ellip- 
tic and projective geometry, the trigonometric 
formulas, models, geometry and the study of 
physical space. 

MT 452 Differential Geometry and Relativity (F: 3) 

Prerequisite: MT 203 and MT 2 16, or the equiva- 
lent. 

An introduction to the differential geometry 
of surfaces and to the special and general theory 
of relativity. Topics include curves in the plane 
and 3 -space, the first and second fundamental 
forms of a surface, curvature, geodesies, Rieman- 
nian manifolds, inertial reference frames, the 
postulates of relativity, relativity of simultaneity, 
Lorentz geometry, the equivalence principle, 
gravity as spacetime curvature, the field equations, 
the Schwarzchild solutions, the consequences of 
Einstein's theory. 

MT 480 Mathematics Seminar (F: 3) 

The topics of this one-semester seminar course 
vary from year to year according to the interests 
of faculty and students. With department permis- 
sion it may be repeated. 

MT 550 (MC 140) Computer Science I (F, S: 3) 

Prerequisite: Some computer experience, or per- 
mission of the instructor. 

This course is an introduction to the art and 
science of computer programming and to some 
of the fundamental concepts of computer science. 



Gate Arts and Sciences • Nursing 



67 



Students will write programs in the language Pas- 
cal; good program design methodology will be 
stressed throughout. There will also be a study of 
some basic notions of computer science, includ- 
ing computer systems organization, files, and 
some algorithms of fundamental importance. 

MT 551 (MC 141) Computer Science II (F, S: 3) 

Prerequisite: Computer Science I 

In this course, students will use programs 
which employ more sophisticated and efficient 
means of representing and manipulating informa- 
tion. Part of the course is devoted to a continued 
study of programming, in particular the use of 
linked storage and recursive subprograms. The 
principle emphasis, however, is on the study of the 
fundamental data structures of computer science 
(lists, stacks, queues, trees, etc.) in terms of both 
their abstract properties and their implementa- 
tions in computer programs, and the study of fun- 
damental algorithms for manipulating these struc- 
tures. 

MT 566 Programming Languages 

Prerequisite: Computer Science II 

The course will focus on the essential concepts 
which are common to modern programming lan- 
guages and the run-time behavior of programs 
written in such languages. By understanding these 
concepts and their implementations in the differ- 
ent languages the student will be able to evaluate 
the advantages and disadvantages of a language for 
a given application. Strong programming skills 
are required. Offered in alternate years. Not offered 
1992-93 

MT 568 Computer Graphics (F: 3) 

Prerequisites: One year of college mathematics and 
Computer Science II 

Computer graphics involves human-com- 
puter communication based on visual rather than 
textual representation. This course presents a 
broad introduction, with emphasis on software 
and interactive graphics. Topics include applica- 
tion programming, architecture of graphics sys- 
tems, geometric algorithms (such as clipping, 
transformations, and scan conversion), graphical 
input, and geometric modeling. If there is time, 
three-dimensional graphics will be introduced. 
Programming projects are in Pascal. 

MT 572 (MC 260) Computer Organization and 
Assembly Language (F, S: 3) 

Prerequisite: Computer Science II 

This course is a study of the organization of 
computers at the "low level" of the processing of 
machine instructions. Topics include the organi- 
zation of the CPU and memory, computer rep- 
resentation of numbers, the instruction execution 
cycle, traps and interrupts, implementations of 
arithmetic operations, complex data structures, 
and subroutine linkage, and the functioning of 
assemblers and linkers. Students will write pro- 
grams in the assembly language of a particular 
computer. 

MT 577 Microcomputer Systems (S: 3) 

Prerequisite: MT 572 or MC 260, or permission 
of instructor 

This course is designed to investigate the 
complete programming environment of a micro- 
computer. Topics to be covered will be chosen 
depending on available hardware, but will nor- 



mally include study of the following: a particular 
microcomputer operating system; memory man- 
agement; microprocessor access to various I/O, 
graphics, and support chips; the construction of 
a disk operating system; and comparative evalua- 
tion of other microcomputer systems. 

MT 583 (MC 383) Algorithms (F: 3-S: 3) 

Prerequisites: Computer Science II, and either 
Discrete Mathematics, MT 420, MT 426, or MT 
445. 

This course is a study of algorithms for, 
among other things, sorting, searching, pattern 
matching, and manipulation of graphs and trees. 
Emphasis is placed on the mathematical analysis 
of the time and memory requirements of such 
algorithms and on general techniques for improv- 
ing their performance. 

MT 585 (MC 385) Theory of Computation (S: 3) 

Prerequisite: Computer Science II, and either Dis- 
crete Mathematics, MT 420, MT 426, or MT 
445. 

This course is an introduction to the theoreti- 
cal foundations of computing, through the study 
of mathematical models of computing machines 
and computational problems. Topics include 
finite-state automata, context-free languages, 
Turing machines, undecidable problems, and 
computational complexity. 

MT 801 Thesis Seminar (F, S: 3) 

Problems of research and thesis guidance, supple- 
mented by individual conferences. 

MT 802 Thesis Direction (F, S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 

MT 804-805 Analysis I, II (F: 3-S: 3) 

This course is intended to emphasize the basic 
ideas and results of calculus and to provide an 
introduction to abstract analysis. The course be- 
gins with an axiomatic introduction of the real 
number system. Metric spaces are then intro- 
duced. Theoretical aspects of convergence, con- 
tinuity, differentiation and integration are treated 
carefully and are studied in the context of a met- 
ric space. The course includes an introduction to 
the Lebesgue integral. 



MT 8 1 4-8 1 5 Theory of Functions of a Complex 
Variable I, II (F: 3-S: 3) 

Differentiation and integration of a function of a 
complex variable, series expansion, residue theory. 
Entire and meromorphic functions, multiple-val- 
ued functions. Riemann surfaces, conformal map- 
ping problems. 

MT 816-817 Modern Algebra I, II (F: 3-S: 3) 

Prerequisite: An introductory course in modern or 
linear algebra. 

This course will study the basic structures of 
abstract algebra. Topics will include groups, rings, 
ideal theory, unique factorization, homomor- 
phisms, field extensions and possibly Galois 
theory. 

MT 840-841 Topology I, II (F: 3-S: 3) 

This course is a first course in topology for both 
undergraduate and graduate students. Topology 
is the study of geometric phenomena of a very 
general sort, and as such, topological notions ap- 
pear throughout pure and applied mathematics. 
The first semester is devoted to General or Point- 
Set Topology with emphasis on those topics of 
greatest applicability. The subject will be pre- 
sented in a self-contained and rigorous fashion 
with stress on the underlying geometric insights. 
The content of the second semester varies from 
year to year. In general it will be an introduction 
to a specialized area of topology; for example al- 
gebraic, differential or geometric topology. Of- 
fered in alternate years. 

MT 860 Mathematical Logic (F: 3) 

This course is a mathematical examination of the 
way mathematics is done: of axiom systems, logi- 
cal inference, and the questions that can (or can- 
not!) be resolved by inference from those axioms. 
Specific topics will include the propositional cal- 
culus, first order theories, decidability, and 
Godel's Completeness Theorem. 

MT 861 Foundations of Mathematics 

Prerequisite: An introductory course in math- 
ematical logic or the consent of the instructor. 

Topics to be treated in this course will be se- 
lected from one or more of the following areas: 
axiomatic set theory, model theory, recursive 
function theory. Not offered 1 992-93 

MT 899 Reading and Research (F, S: 3) 

MT 902-903 Seminar (F: O-S: 0) 

This is a non-credit course which is required for 
all candidates for the M.A. degree who do not take 
MT801. 



N 



u 



R 



I N 



FACULTY 

Laurel A. Eisenhauer, Professor; B.S., Boston 
College; M.S.N. University of Pennsylvania; 
Ph.D., Boston College 

Marjory Gordon, Professor; B.S., M.S., Hunter 
College, CUNY; Ph.D., Boston College 

Carol R. Hartman, Professor; B.S., M.S., Univer- 
sity of California LosAngeles; C.N.Sc, Boston 
University 

Joellen W. Hawkins, Professor; B.S.N., North- 
western University; M.S., Ph.D., Boston College 



Callista Roy, C.S.J., Professor; B.A., Mount Saint 
Mary's College; M.S., M.A., Ph.D., University of 
California, Los Angeles 

Miriam-Gayle Wardle, Professor; B.S., Univer- 
sity of Pittsburgh; M.S., Boston University; Ph.D., 
North Carolina State University 

Jane E. Ashley, Associate Professor; B.S., Califor- 
nia State University; M.S., Ph.D., Boston College 

Pamela J. Burke, Associate Professor; B.S., Boston 
College; M.S., Boston University; Ph.D., Boston 
College 



68 • Graduate Arts and Sciences • Nursing 



Sarah Cimino, Associate Professor; B.S.N., Uni- 
versity of California, Los Angeles; M.S., Boston 
College 

Mary Ellen Doona, Associate Professor; B.S., M.S., 
Boston College; Ed. D., Boston University 

Joyce Dwyer, Assoc iate Professor; B.S., M.S., Bos- 
ton College; M.P.H., Harvard School of Public 
Health 

Nancy Fairchild, Assoc iate Professor; B.S., Boston 
University; M.S., University of Rochester; Ph.D. 
(cand.), Boston College 

Nancy J. Gaspard, Associate Professor; B.S., Bos- 
ton University; M.Ed., University of Florida; 
M.P.H., Dr. P.H., University of California, Los 
Angeles 

Lois Haggerty, Associate Professor; B.S., Simmons 
College; M.S., Ph.D., Boston College 

Patricia B. Harrington, Associate Professor; B.S., 
University of Massachusetts; M.Ed., Boston Uni- 
versity 

Loretta P. Higgins, Associate Professor; B.S., M.S., 
Ed.D., Boston College 

June Andrews Horowitz, Associate Professor; B.S., 
Boston College; M.S., Rutgers University; Ph.D., 
New York University 

Bernadette P. Hungler, Associate Professor; 
B.S.N., Georgetown University, M.A., North- 
eastern University; ; M.S., Ph.D., Boston College 

Dorothy A. Jones, Associate Professor; B.S.N., 
Long Island University, M.S.N., Indiana Univer- 
sity; Ed.D., Boston University 

Susan J. Kelley, Associate Professor; B.S., M.S., 
Boston University; Ph.D., Boston College 

Rosemary Krawczyk, Associate Professor; B.S.N., 
College of St. Catherine; M.S., Ph.D., Boston 
College 

Ronna Krozy, Associate Professor; B.S., M.S., Bos- 
ton College; Ed.D., Boston University 

Ellen Mahoney, Associate Professor; B.S.N., 
Georgetown University; M.S.N., University of 
Pennsylvania; D.N.S., University of California, 
San Francisco 

Cathy Malek, Associate Professor; B.S., University 
of Wisconsin; M.S., Ph.D., Boston College 

Carol L. Mandle, Associate Professor; B.S.N., 
\1 S.X., University of Pennsylvania; Ph.D., Bos- 
ton College 

Nancy C. McCarthy, Associate Professor and Asso- 
ciate Graduate Dean; B.S., Boston College; M.S., 
Ed.D., Boston University 

Sandra Mott, Associate Professor; B.S., Wheaton 
College; M.S., Ph.D. (cand.), Boston College 

Catherine P. Murphy, Associate Professor; B.S., 
Columbia University; M.S., Hunter College, 
CUNY.; Ph.D., Columbia University 

Margaret A. Murphy, Associate Professor; B.S., St. 
Joseph College; M.A., Boston University; Ph.D., 
Boston College 

Rita Olivieri, Associate Professor; B.S., M.S., 
Ph.D., Boston College 



Jean A. O'Neil, Associate Professor; B.S., M.S., 
Boston College; Ed.D., Boston University 

Frances Ouellette, Associate Professor; B.S.N., 
Salem State College; M.S., Ph.D., Boston Col- 
lege 

Eileen J. Plunkett, Associate Professor; B.S., M.S., 
Ph.D., Boston College 

Rachel E. Spector, Associate Professor; B.S., M.S., 
Boston College; Ph.D., University of Texas, Aus- 
tin 

Karen J. Aroian, Assistant Professor; B.S.N., Uni- 
versity of Massachusetts; M.S., Boston College; 
Ph.D., University of Washington 

Phyllis Beveridge, Assistant Professor; B.S., Uni- 
versity of Cincinnati; M.S., Ed.D., Columbia 
University 

Eileen Donnelly, Assistant Professor; B.S., Boston 
College; M.S.N., Wayne State University; Ph.D., 
Case Western Reserve University 

Margaret Hamilton, Assistant Professor; B.S., 
M.S., Boston College; D.N.Sc, Boston Univer- 
sity 

Rose Mary L. Harvey, Assistant Professor; B.S., 
University of Wisconsin; M.A., New York Uni- 
versity; D.N.Sc, Catholic University 

Victoria L. Mock, Assistant Professor; B.S.N., 
Duke University; M.S.N., University of Califor- 
nia, San Francisco; D.N.Sc, Catholic University 
of America 

PRECEPTOR AND RESOURCE 
PERSONNEL APPOINTMENTS FOR 
GRADUATE PROGRAMS 

Anne Alberti, B.S., Boston College; M.S., Boston 
University 

Joanne Aldrich, B.S.N., University of Texas at 
Galveston; M.S.N., University of Lowell; Ed.D., 
Boston University 

Joyce Ames, B.S., Salve Regina College; M.S., 
Simmons College 

Lisa Antonelli, B.S., University of Lowell; M.S., 
Boston College 

Diane Archer, B.A., Mount Union College; 
M.S.N., Pace University 

Katharine Bailey, B.S., Boston University; M.S., 
Boston College 

Nancy Coyne Baker, B.S., Boston College; 
M.S.N., Simmons College 

Elizabeth Borghesani, B.S., Jackson College; 
B.S.N., Boston State College; M.S., Boston Col- 
lege 

Patricia Canavan, B.S., University of Massachu- 
setts; M.S., Boston College 

Virginia Curtin Capasso, B.S., Northeastern 
University; M.S., Yale University 

Dorothy Carver-Chase, B.S. University ofNew 
Hampshire; M.S., Boston College 

Mary Scahill Challela, B.S., Boston University; 
M.S., Boston University; D.N.Sc, Boston Uni- 
versity 



Jennifer Clair, B.S., University of Pennsylvania; 
M.S., Boston College 

Constance Clarke, B.A., Boston University; B.S., 
Boston University; M.S., Boston Family Institute 

Constance Crowley-Ganser, B.S., University 
of Massachusetts; M.S., University of California, 
San Francisco 

Martha Curley, B.S., University of Massachu- 
setts, Amherst; M.S.N., Yale University 

Theresa Dowling- Williams, B.S., Boston Col- 
lege; M.S., Boston College 

Paula Griffin Dwan, B.S., Boston College; M.S., 
Boston College 

Rosamunde Ebacher, B.S., University of New 
Hampshire; M.S., Boston College 

Luisa Fertitta, B.S., College of Saint Teresa; 
M.S., Boston College 

Dorothy Goulart Fisher, B.S.N., University of 
Rhode Island; M.S., Boston College 

Karen Flaherty, B.S., Boston State College; M.S., 
Boston College 

Georgina Flannery, B.A., Emmanuel College; 
M.S., Simmons College 

Raymond Flannery, Jr., B.A., College of Holy 
Cross; M.A., Boston College; Ph.D., University 
of Windsor 

Elizabeth Florentino, B.S., Salve Regina Col- 
lege; M.S., Boston College 

Nancy Fox- Webber, B.S., University of Wis- 
consin; M.S.N., Simmons College 

Helen Gilbert, B.S., Worcester State College; 
M.S., Massachusetts General Hospital Institute 
of Health Professions 

Constance Gillett, B.S., Southeastern Massa- 
chusetts University; M.S., Boston College 

Carol Glod, B.S., University of Rochester; M.S., 
Boston College 

Nancy Goldberg, B.A., Johns Hopkins Univer- 
sity; B.S.N., Columbia University; M.S.N., Uni- 
versity of Pennsylvania 

Janice Gould, B.S., Boston College; M.S., Bos- 
ton University 

Miriam Greenspan, B.S.N., University of Penn- 
sylvania; M.S., Boston College 

Ann Gurka, B.S., Boston College; M.S., Boston 
College 

Ann Hurley, B.S., Boston College; M.S., Boston 
University; D.N.Sc, Boston University 

Carol Kelly, B.S., University of Vermont; M.S., 
Boston College 

Patricia Kraepelien-Bartels, B.S. University of 
California, Los Angeles; M.S., Universityof Cali- 
fornia, Davis 

Janet Kunsman, B.S., Salem State College; M.S., 
Boston College 

Maryanne Ladd, B.S., Northeastern University; 
M.S., Boston College 

Ellen Leary, B.S., Boston College; M.S.N., 
Catholic University of America 



Graduate Arts and Sciences • Nlrsinc ; • 69 



Kathleen Leonard, B.S., University of Massa- 
chusetts; M.S., Boston College 

Martha Marean, B.S., Boston University; M.S., 
Boston College 

Jennie Mastroianni, B.S., University of Con- 
necticut; M.S., Boston College 

Rosemary McElhenny McDonald, B.S., Bos- 
ton College; M.S., Boston University 

Elizabeth Mullen, B.S., Boston College; M.S., 
Boston College 

Janet Nagy, B.S., Northeastern University; M.S., 
Boston University 

Angela Maida Nicoletti, B.S., Boston College 
M.S., Boston College 

Madeline O'Donnell, B.S., Northeastern Uni- 
versity; M.S., Boston University 

Judy Palmer-Brucks, B.S., University of Rhode 
Island; M.S., Boston College 

Ellen Powers, B.S., Boston College; M.S., Uni- 
versity of Rochester 

Donna Principato, B.S., Boston College; M.S., 
Boston College 

Veronica Frances Rempusheski, B.S., Seton 
Hall University; M.S., University of Colorado; 
Ph.D., University of Arizona 

Mary Ellen Riccardi, B.S., Boston University; 
M.S., Boston College 

Debra Sullivan Roberge, B.S., University of 
New Hampshire, M.S., Boston College 

Ellen Robinson, B.S., Salem State College; M.S., 
Boston College 

Jean Christoffersen Rudie, B.S., S.U.N.Y. at 
Downstate; M.S., Boston College 

Mary Lou Ryan, B.S., Boston College; M.S., 
Boston University 

Nancy Schappler, B.S., Salve Regina College; 
M.S., Boston College 

Rosemary Clarke Secor, R.N., Cooley Dickin- 
son Hospital; Adult N.P., University of Massa- 
chusetts; M.S., Antioch University 

Laurie Adams Shean, B.S., University of Ver- 
mont; M.S., Simmons College 

Eunice Shishmanian, B.S., Simmons College, 
M.S., Boston College 

Toni St. Germain, B.S., Boston College; M.S., 
Framingham State College; M.S., Boston Col- 
lege 

Teri Stokes, B.S.N., California State University; 
M.S., Boston College 

Eileen Stuart, B.S.N., St. Anselm's College; 
M.S., Boston College 

Eleanor Tabeek, B.S., Boston College; M.S., 
Catholic University of America; Ph.D., Boston 
College 

Rosemary Theroux, B.S., Worcester State Col- 
lege; M.S., Boston College 

Kathleen Collins Traynor, B.S., University of 
Massachusetts; M.S., Boston College 

Margaret Williams, B.S., University of South- 
ern Maine; M.S., Boston College 



Mary Williams, B.S., Salem State College; M.S., 
Boston College 

Rita Beckman Williams, B.S.N., Fitchburg State 
College; M.S.N., Simmons College 

PROGRAM DESCRIPTION 

The School of Nursing offers a Master of Science 
degree program and a Doctor of Philosophy de- 
gree program for qualified nurses who seek ad- 
vanced study in nursing as preparation for clini- 
cal research and clinical leadership. 

Doctor of Philosophy Degree Program 
With a Major in Nursing 

The Ph.D. Program in Nursing is a post-Master's 
research-oriented degree. The focus of this pro- 
gram is on preparation for leadership roles in 
nursing, especially in clinical nursing research. 
Areas of concentration include ethics, ethical 
judgment and decision making; nursing diagno- 
sis and diagnostic/therapeutic judgment; and life 
processes/selected human response patterns in 
health and illness. The program offers a variety 
of learning opportunities through course work, 
interdisciplinary colloquia, independent study, 
and clinical research practica. Policies and proce- 
dures are consistent with those of the Graduate 
School of Arts and Sciences. Program planning 
is determined according to the individual's back- 
ground, research interests, and stage of develop- 
ment in scholarly activities. Low student-faculty 
ratios and a research mentorship permit students 
to complete the program in the minimal amount 
of time. Multiple resources for scholarly develop- 
ment are available within the University and in the 
research and clinical nursing centers of the 
Greater Boston area. 

Program of Study 

The curriculum of the program includes three 
core areas of study: research methods; knowledge 
development in nursing; and substantive nursing 
content. Students apply core content to a selected 
research concentration. The knowledge compo- 
nent core includes courses in philosophy of sci- 
ence, epistemology of nursing, strategies for de- 
veloping nursing knowledge in relation to life 
processes, human response patterns, and clinical 
judgment. The research component of the pro- 
gram includes qualitative and quantitative re- 
search methods, statistics, clinical research, re- 
search practica and dissertation advisement. Rel- 
evant cognate courses are required for each cho- 
sen area of research concentration in addition to 
the core areas of study. 

• NU 701 Epistemology of Nursing 3 credits 

• PL 593 Philosophy of Science 3 credits 

• Quantitative Methods of Research 3 credits 

• NU 810 Research Practicum I 1 credit 



• NU 702 Strategies of Theory 

• Construction 


3 credits 


• NU 811 Research Practicum II 


1 credit 


• Cognate 


3 credits 


• Statistics 


3 credits 


• NU 710 Themes of Inquiry I: 

• Clinical Topics 


3 credits 


• NU 812 Research Practicum III 


1 credit 



• NU 820 Expanding Paradigms 
for Nursing Research 



3 credits 



• Qualitative Methods I 3 credits 

• NU 711 Themes of Inquiry II: 

• Clinical Judgment 3 credits 

• NU 813 Research Practicum IV 1 credit 

• NU 821 Nursing Research and Health 

Policy Formulation 3 credits 

• Qualitative Methods II 3 credits 

• NU 998 Doctoral Comprehensives credits 

• NU 901 Dissertation Advisement 3 credits 

• NU 902 Dissertation Advisement 3 credits 

• NU 999 Doctoral Continuation credits 

TOTAL 46 credits 

Cognates are related to research concentration/ 
methods. Number of credits in cognates is based 
on need and prior educational background and 
coursework. 

Ph.D. Colloquium 

Monthly seminar for doctoral students on vari- 
ous topics of nursing research. Content is based 
on student needs and interests. 

Doctoral Student Research Development 
Day 

Two annual seminars for the first and second year 
doctoral students to present their research. 

Career Opportunities 

Graduates of the program may seek positions in 
academic, industrial, government, or nursing 
practice settings where clinical nursing research 
is conducted. They are also prepared to com- 
mence a program of research through post- 
doctoral work. 

Financial Aid 

There are four major sources of funding for full- 
time students in the doctoral program in nursing 
at Boston College: 1) University Fellowships are 
awarded to five students per year on a competi- 
tive basis. Full tuition and a stipend are provided 
for three years as long as the student maintains 
good academic standing and demonstrates 
progress towards the Ph.D. Degree. 2) The highly 
competitive National Research Service Award 
Program for Individuals provides federal monies 
to cover tuition and a stipend. 3) Graduate assis- 
tantships which consist of a stipend provided by 
Boston College. 4) Research Associate positions 
as provided through faculty research grants. Ad- 
ditional grants and scholarship opportunities are 
available on an individual basis. 

Admission Requirements 

• Official transcript of Bachelor's and Master's 
degrees from programs accredited by the National 
League for Nursing 

• Current RN license 

• Current curriculum vitae 

• Written statement of career goals that includes 
research interests (maximum 1500 words) 

• Three letters of reference, preferably from 
doctorally prepared academic and service per- 
sonnel, at least two of whom should be professional 
nurses 

• Evidence of scholarship in the form of a 
published article, a clinical research study, a thesis 
or a term paper 

• Official report of the Graduate Record Exami- 
nation Scores taken within five years 

• Application form with application fee 



70 • Graduate Arts .and Sciences • Nursing 



• Qualified applicants will be invited for pre- 
admission interview with faculty 
Pre-application inquiries are welcomed 

Applications are reviewed after all credentials 
are received. The deadline for receipt of all cre- 
dentials is January 3 1 of the year of admission to 
the program. 

Application materials may be requested from 
the School of Nursing 617-552-4250, or the 
Graduate School of Arts and Sciences 617-552- 
2244. 

The Master of Science Degree Program 
with a Major in Nursing 

The main objective of the Master of Science De- 
gree Program with a major in nursing at Boston 
College is to prepare nurses as clinical specialists. 
There are four areas of clinical specialization in 
nursing at Boston College: Adult Health, Com- 
munity Health, Maternal Child Health, and Psy- 
chiatric Mental Health. The focus in the specialty 
areas is on the human response to actual or po- 
tential health problems. The approach to clients 
is multi-faceted and includes the development of 
advanced competencies in nursing diagnosis and 
therapeutic judgment. The graduate of the 
Master's Program, in addition to giving special- 
ized direct care, provides leadership in the devel- 
opment of nursing. Through complex decision- 
making processes, indirect services such as staff 
development, consultation, middle management, 
and participation in research, the clinical nurse 
specialist improves the quality of nursing practice. 

Areas of Clinical Specialization in 
Nursing 

Adult Health Nursing 

The curriculum in adult health nursing enables 
students to develop advanced competencies in 
nursing practice, clinical research, and strategies 
for improving the quality of care. Learning expe- 
riences are developed from concepts of holistic 
care, optimal health, and functional patterns of the 
adult. The curriculum prepares clinical nurse spe- 
cialists for various roles in health care delivery and 
provides the base for doctoral study. 

Students select a focus for practice and re- 
search from a variety of adult health practice ar- 
eas. Individual guidance is provided by faculty 
experts in collaboration with master clinical spe- 
cialists in primary, acute, and long-term care. 

Community Health Nursing 

The curriculum for community health nursing is 
designed to provide students the opportunity to 
apply theories and modalities of treatment in 
community health nursing and to meet the health 
needs of families, populations or other defined 
community groups. The major foci of the pro- 
gram are 1) health promotion and disease preven- 
tion strategies in high risk aggregates, and 2) the 
management of common and episodic health con- 
cerns of individuals and families. Emphasis is on 
clinical specialization and the family nurse prac- 
titioner within the context of a changing health 
care system. Clinical practica are selected to meet 
the curricular and students' objectives and goals. 
Practicum is directed to provide application and 
integration of theoretical knowledge in health de- 
partments, neighborhood health centers, visiting 
nurse associations and other community settings. 



Maternal Child Health Nursing 

The curriculum in maternal child health nursing 
focuses on the preparation of candidates for ex- 
panded roles in women's health and the care of 
children. The curriculum is designed to prepare 
clinical nurse specialists in women's health and 
perinatal care, as well as pediatric ambulatory or 
acute/chronic care. It includes the expansion of 
clinical practice responsibilities, and the develop- 
ment of the teacher, researcher, change agent, 
leader, and liaison roles of the clinical nurse spe- 
cialist. A variety of clinical agencies are utilized 
to meet the student's specific goals and objectives 
and to provide for application and integration of 
theoretical knowledge and exploration of direct 
and indirect role components. The program pre- 
pares graduates to sit for the appropriate ANA or 
NAACOG certification exams for advanced prac- 
tice. 

Psychiatric Mental Health Nursing 

The curriculum aims at developing clinical com- 
petencies for nursing practice in the psychiatric 
mental health field. Emphasis is on advanced 
evaluation of practice methods with individuals, 
groups, and families in the community and insti- 
tutional settings. Theoretical frameworks for 
practice are derived from the fields of education, 
social and biological sciences, and psychiatric 
nursing. The program focuses on the clinical spe- 
cialist role in underserved urban and high risk 
areas, including treatment of severely disturbed 
clients. Clinical placements in outpatient commu- 
nity mental health centers and selected inpatient 
and day hospital settings are used to meet student 
and curriculum goals. Client assessment, psycho- 
therapeutic intervention and case management 
are emphasized as direct role activities. The in- 
direct role of the Clinical Specialist is addressed 
in relation to mental health consultation and pro- 
gramming. 

Cooperating Health Agencies 

Practice settings available in the city of Boston and 
the greater metropolitan area offer rich experi- 
ences for developing advanced competencies in 
the nursing specialty. Selected major teaching 
hospitals used are Massachusetts General, Beth 
Israel, McLean, Brigham and Women's, New 
England Deaconess, Boston City, Children's and 
Newton-Wellesley. Community agencies include 
mental health centers, general health centers, 
college health clinics, public health departments, 
visiting nurse associations, health maintenance or- 
ganizations, nurses in private practice, and home 
care agencies. 

Career Opportunities 

Recent graduates from the Boston College 
Master's Program are in the traditional and non- 
traditional leadership roles: occupational health, 
politics, consultation, health care planning, direc- 
tors of home health agencies, private practice, and 
government service. 

Program Options 

The program is designed for registered nurses 
who have a baccalaureate degree from a National 
League of Nursing (NLN) accredited nursing 
program and who have had at least one year of ex- 
perience in nursing practice. 



The full-time option is a one-year program 
comprising thirty-seven credits. The program of 
study includes nine credits of cognates and/or 
electives, twelve credits of core courses, and six- 
teen credits of specialty and theory clinical prac- 
ticum. 

The part-time option can be completed in one 
and a half to five years, is also comprised of thirty- 
seven credits, and is identical to the full-time pro- 
gram of study. Students take cognates, electives, 
and core courses prior to or concurrently with 
specialty courses. On admission, part-time stu- 
dents design an individualized program of study 
with a faculty advisor. 

The R.N.-M.S. Articulation option is de- 
signed for the registered nurse baccalaureate stu- 
dent at Boston College who wishes to continue 
through the Master's Program. A program of 
study is designed so the matriculation from the 
undergraduate to the Master's Program is facili- 
tated without interruption. The full-time, part- 
time and R.N.-M.S. articulation options culmi- 
nate in a Master of Science degree. 

The Additional Specialty Concentration op- 
tion is designed for registered nurses who have a 
Master's degree in nursing, and who wish to en- 
hance their educational background in an addi- 
tional specialty area. This is a non-degree pro- 
gram of study, individually designed by the stu- 
dent and faculty advisor to meet career goals. 

Admission Requirements for Master of 
Science Degree 

• Baccalaureate degree from an NLN accredited 
program with a major in nursing 

• An undergraduate scholastic average of B or 
better 

• Official report of scores on the Graduate Record 
Examination, taken within 5 years 

• Three letters of recommendation pertaining to 
academic ability and professional competency 

• Statement of goals, maximum 250 words, per- 
taining to career objectives and how your in- 
tended specialty program will help you attain 
them 

• A completed undergraduate course in statistics 

• Documentation of successful completion of an 
undergraduate or continuing education course in 
health assessment 

• A personal interview with faculty (telephone and 
written interviews are utilized if distance pre- 
cludes a personal meeting) 

• Applicants must hold a current license to prac- 
tice nursing in Massachusetts and have at least one 
year of work experience 

• Immunizations and a physical examination are 
required 

• Individual coverage by professional liability in- 
surance is mandatory for all clinical students 

Admission Requirements for Additional 
Specialty Concentration: 

• Form 1 and Form 2 of Boston College Gradu- 
ate School of Arts and Sciences application, indi- 
cating non-degree status, and application fee 

• Baccalaureate and Master's degree transcripts 
from NLN accredited programs 

• Three letters of recommendation pertaining to 
current professional competency 

• Personal interview with specialty faculty 

• Current Massachusetts RN licensure 



Graduate Arts and Sciences • Nursing • 71 



• Documentation of adequate individual cover- 
age by professional liability insurance. 

• Physical examination and immunizations 

• Program of study approved by specialty faculty 
and the Associate Dean of Graduate Programs 
(NB: All courses toward a program of study must 
be taken at Boston College.) The applicant is re- 
sponsible for meeting ANA credentials for certi- 
fication. 

Applications are reviewed on a rolling basis for 
both part-time and full-time study. Application 
deadlines are: 

FT & PT, May/June: February 15 
PT, September: May 1 5 
PT, January: October 15 

The Director of Graduate Admissions for- 
wards the official announcement of acceptance or 
rejection. 

Non-Matriculated Students 

Special students must be admitted to the program 
before registering for courses. Application dead- 
lines: May/June: April 28, September: June 2, 
January: December 1 

Program of Study 

Master of Science with a Major in Nursing 

• Cognate, and Electives or 

Independent Study* 9 credits 

• NU 515 Nursing Knowledge 

Development 2 credits 

• NU 516 Clinical Judgment 2 credits 

• NU 5 1 7 Role Implementation 2 credits 

• NU 520 Research Theory 3 credits 
"Options following NU 520, choose one 

• NU 523 Computer Data Analysis 3 credits* 

• NU 524 Masters Research Practicum 3 credits* 

• NU 525 Integrated Review of 

Nursing Research 3 credits* 

"Optional, following 6 credits of research 

• NU 801 Masters Thesis 3 credits** 

• 2 Specialty Theory Courses 6 credits 

• 2 Specialty Practice Courses 10 credits 

TOTAL {without Thesis) 37 credits 

TOTAL {with Thesis) 40 credits 

*Nine credits, which include one cognate and six 
credits of electives or independent study, can be 
completed in summer and fall or spring semes- 
ters. A cognate is a graduate level course taken in 
either psychology, sociology, philosophy, or bi- 
ology. The elective course is also at the graduate 
level and may be taken in any department. Inde- 
pendent Study is recommended for students who 
have a particular interest that is not addressed in 
required courses in the curriculum. A comprehen- 
sive examination is required at the end of the pro- 
gram. 

Laboratory Fee 

Beginning in 1992-93, the laboratory fee for each 
clinical course will be paid in advance of registra- 
tion as a deposit for a 1993-94 clinical agency 
placement. A survey will be mailed to students in 
February 1 993 to solicit clinical placement plans. 
The lab fee will be paid to the School of Nursing 
with an affirmative intention to register for clini- 
cal. The amount will be credited in full to the 
individual's student account. 



GENERAL INFORMATION 

Certification 

Graduates of the Master's Program are eligible to 
apply for certification by the American Nurses' 
Association in their area of specialization. Gradu- 
ates of the Women's Health nursing curriculum 
are eligible to apply to the NAACOG Certifica- 
tion Program. 

Accreditation 

The Master of Science Degree Program is accred- 
ited by the National League for Nursing. 

Financial Aid 

Applicants and students should refer to the School 
of Nursing's "Financial Aid-Identifying Sources 
and Making Application" packet. Please refer to 
the Financial Aid section of this Catalog for ad- 
ditional information regarding nursing scholar- 
ships and other financial aid information. 

Housing 

The Boston College Off-Campus Housing Office 
offers assistance to graduate students in procur- 
ing living arrangements. 

Transportation 

Learning activities in a wide variety of hospitals, 
clinics, and health-related agencies are a vital part 
of the nursing program. The clinical facilities are 
located in the greater Metro Boston area. Stu- 
dents are responsible for providing their own 
transportation to and from the clinical facilities. 

COURSE OFFERINGS 
Master's Program 

NU 301 Culture and Health Care (F: 3) 

This course brings the upper-division student into 
a direct care interface between the American 
health care delivery system and health care con- 
sumers of diverse socio-cultural backgrounds. 
Topics covered include lecture and discussions in 
the perception of health and illness among health 
care providers and consumers; the cultural and 
institutional factors that affect the consumers' 
access to and use of health care resources; heri- 
tage consistency and its relationship to health/ill- 
ness beliefs and practices; specific health and ill- 
ness beliefs and practices of selected populations; 
and specific issues related to the safe and effec- 
tive delivery of health care such as poverty and the 
right to health care. Rachel Spector 

NU 307 Suicide Prevention, Intervention, 
Treatment Strategies (F, S: 3) 

Prerequisite: Permission of instructor 

Suicide is increasingly becoming an area of 
concern because of the widening age group in- 
volved, the frequency, and the way in which it is 
affecting so many lives. This course will examine 
some of the risk factors leading to suicidal behav- 
ior and will address implications. Content areas 
covered will include dysfunctional families, sui- 
cidal adolescents, cults, multiple personality dis- 
orders and its connections to suicide, borderline 
patients, dissociation, suicide survivors, patients 
who didn't successfully complete suicide, indi- 
vidual boundaries, and gender differences in sui- 
cide attempts. Miriam Gayle Wardle 



NU 308 Women and Health (S: 3) 

Using a feminist framework, this course will 
present an exploration of issues that affect the 
health and health care of women. Some of the 
areas to be included are the influences of environ- 
ment, culture, health practices, and decisions 
around research and resource allocation. 

Loretta Higgins 

NU 310 Modern Nutrition: Issues and 
Education (F, S: 3) 

This course provides an introduction to the prin- 
ciples of nutrition. No college science prerequi- 
site is required; biology and chemistry are in- 
cluded as a basis for nutrition concepts. Selected 
nutrition issues are used to illustrate nutrition 
principles; techniques of nutrition education are 
also included. Patricia Harrington 

NU 312 Gerontological Nursing (F: 3) 

This course focuses on health issues of aging per- 
sons and is designed for students providing health 
care to older clients in all clinical settings. Top- 
ics include the impact of changing demograph- 
ics, theories of aging, age-related changes and risk 
factors that interfere with physiological and 
psychosocial functioning, and the ethics and eco- 
nomics of health care for the elderly. Emphasis is 
placed on research-based analysis of responses of 
aging individuals to health problems, as well as in- 
terventions to prevent, maintain and restore 
health and quality of life. Ellen Mahoney 

NU 314 Wellness Lifestyle (F, S: 3) 

The major focus is on factors that contribute to 
increasing one's enjoyment and quality of life. 
Health promotion and disease prevention behav- 
iors which encourage self care and alternative 
treatment models are addressed. Emphasis is on 
activities students adopt to improve and maintain 
their own health status. Health care agencies and 
other resources in the community which contrib- 
ute to the student's health status are identified and 
explored. Rosemary Krawczyk 

Nancy McCarthy 

NU 320 Collaboration in Health Care Setting 

(S:3) 

This course constitutes an opportunity for stu- 
dents who aspire to careers in health care deliv- 
ery to study together and begin to learn and un- 
derstand ways of working together that will carry 
over into their professional lives. Topics include 
the current health care environment, changes in 
patient and family characteristics and in health 
care delivery, role sets and changing work habits, 
group process in health care, conflict management 
and health team performance. Emphasis through- 
out is on multi-disciplinary health team function. 

Nancy Gaspard 

NU 420 Pharmacotherapeutic and Advanced 
Nursing Practice (F: 3) 

Prerequisite: Baccalaureate degree in nursing. 

This course is intended to provide the student 
with an understanding of pharmacology and drug 
therapy as it relates to advanced practice (general 
and/or in a clinical specialty). The inter-relation- 
ships of nursing and drug therapy will be explored 
through study of pharmacodynamics, dynamics of 
patient response to medical and nursing therapeu- 
tic regimens and patient teaching, as well as the 
psychosocial, economic, cultural, ethical and le- 



72 • Graduate Arts and Sciences • Nursing 



gal factors affecting drug therapy, patient re- 
sponses and nursing practice. The needs and in- 
terests of the student in various specialty areas and 
roles will be accommodated in determining the 
areas of emphasis in the course schedule. The role 
of the nurse practicing in the expanded role in 
decision-making related to drug therapy also is 
included. It is assumed that the student already has 
a basic knowledge of the major pharmacological 
classifications. Laurel Eisenhauer 

NU 422 Advanced Concepts for Oncology 
Nursing (F: 3) 

This course is designed to expand students' un- 
derstanding of the concepts used in advanced 
oncology nursing practice. Current knowledge 
and research in cancer biophysiology, cancer 
therapeutics and human responses to the cancer 
experience will be included. Legal and ethical is- 
sues impacting the care of patients with cancer will 
be explored. Case studies and student projects will 
provide opportunities to apply course content to 
clinical decision making, staff education, quality 
assurance or research design. Phyllis Beveridge 

Victoria Mock 

NU 44 1 Systems of Therapy in Psychiatric 
Mental Health Nursing Practice (F: 3) 

Required for graduate psychiatric mental health 
nursing students. Open to a limited number of 
graduate students in nursing in other specialty 
programs as well as non-nursing graduate stu- 
dents involved in counseling/therapy. This course 
explores the principles of change inherent in a 
number of key systems of psychotherapy such as 
Psychodynamic, Humanistic, Behavioral and 
Cognitive Systems. The systems of therapy will 
be examined and compared. Areas addressed in- 
clude: definitions of personality, mental health 
and dysfunction; principles of change; interven- 
tion strategies; and demonstration of effectiveness 
of treatment of target populations and problems. 
Examples of systems to be examined may include: 
Classical Psychoanalysis, Sullivan's Interpersonal 
Psychotherapy, Kohunt's Self Psychology, 
Peplau's System of Interpersonal Relations in 
Nursing, Franld's Existential Psychotherapy, 
Rogers' Client Centered Therapy, Systematic 
Desensitization and Modeling, Ellis' Rational- 
Emotive Therapy and Beck's Cognitive Behav- 
ioral Therapy. Carol Hartman 

June A. Horowitz 

NU 443 Advanced Practice and Theory in 
Psychiatric Mental Health Nursing I (F: 5) 

Prerequisites: NU 441, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This is the first of two major advanced theory 
and clinical specialty courses in psychiatric men- 
tal health nursing. Theories and practice are in- 
tegrated to address the process of assessment and 
diagnosis of functional and dysfunctional patterns 
of behaviors, the formulation of initial interven- 
tion strategies, and the initiation of the Orienta- 
tion Phase of psychiatric nursing process with se- 
lected clients. The overall context for the appli- 
cation of advanced theories and assessment occurs 
with adults and children in high-need, urban, 
community mental health delivery systems. The 
framework of optimum level of functioning and 
the specialty related theories will be used as a 
foundation for practice. Seminar and clinical prac- 



ticum are both used as learning experiences. This 
course is complemented by the course NU 441. 

Carol Hartman 
June A. Horowitz 

NU 452 Advanced Theory: Human Responses 
of Women, Children, Adolescents and Their 
Families (F: 3) 

Prerequisites: NU 515 and NU 5 1 6 or concur- 
rently 

This course concentrates on the role of the 
nurse in advanced practice, as clinical nurse spe- 
cialists and/or nurse practitioners in the develop- 
ment, utilization, analysis and synthesis of theo- 
retical knowledge for health management, includ- 
ing nursing diagnosis and clinical judgment of 
women, infants, children, adolescents and their 
families to promote an optimum level of function- 
ing. The psychodynamics of childbearing and 
childrearing are explored. Theories and research 
from nursing and other disciplines are applied and 
integrated through classes and course assign- 
ments. Joellen Hawkins 

NU 453 Advanced Practice in Women's Health 
Nursing I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice as clinical nurse spe- 
cialists and/or nurse practitioners with women 
across the lifespan, focusing on alterations in 
women's health patterns. The psychosocial dy- 
namics of womanhood and of the sexuality- repro- 
ductive pattern area are explored. Theories and 
research from nursing and other disciplines are 
applied and integrated through seminars, clinical 
conferences, clinical experiences and course as- 
signments. Joellen Hawkins 

NU 455 Advanced Practice in Perinatal Nursing I 

(F:5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice as a perinatal clinical 
nurse specialist with women and their neonates. 
The psychosocial dynamics of parenting and of 
high-risk pregnancy are explored. Theories and 
research from nursing and other disciplines are 
applied and integrated through seminars, clinical 
conferences, clinical experiences and course as- 
signments. The Department 

NU 457 Advanced Practice in Pediatric 
Ambulatory Care Nursing I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 
This course concentrates on the role of the nurse 
in advanced practice, as a clinical nurse special- 
ist/nurse practitioner, with infants, children, ado- 
lescents and their families. The psychosocial dy- 
namics of parenting and childhood are explored. 
Theories and research from nursing and other 
disciplines are applied and integrated through 
seminars, clinical conferences, clinical experiences 
and course assignments. Susan Kelley 

NU 459 Advanced Practice in Acute and 
Chronic Care of Children I (F: 5) 

Prerequisites: NU 452, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on the role of the 
nurse in advanced practice with infants, children 



and adolescents in acute/chronic care pediatric 
settings. The psychosocial dynamics of parenting, 
childhood and illness are explored. Theories and 
research from nursing and other disciplines are 
applied and integrated through seminars, clinical 
conferences, clinical experiences and course as- 
signments. Pamela Burke 

NU 462 Advanced Theory in Adult Health 
Nursing I (F: 3) 

Prerequisites: NU 515 and NU 516 or concur- 
rently 

This is the first in a series of four courses in 
the theory and practice in adult nursing. The 
course uses Roy's Integrated Metaparadigm in- 
corporating human life processes, functional 
health care patterns and human responses within 
the broader life processes of becoming, with em- 
phasis on health and optimal functional ability. 
The course will include exploration of theories 
and models underlying specific life processes and 
interactions with the environment in adults with 
varied health state, age, developmental and gen- 
der characteristics. Diagnostic, therapeutic and 
ethical reasoning concepts are incorporated in the 
analysis and assessment (measurement) of dimen- 
sions and parameters of resulting functional 
health patterns and human responses. 

Rose Mary Harvey 
Margaret A. Murphy 

NU 463 Advanced Practice in Adult Health 
Nursing I (F: 5) 

Prerequisites: NU 462, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course concentrates on assessment and 
diagnosis within the development of advanced 
adult nursing practice based on theoretical knowl- 
edge and research. Clinical learning experiences 
focus on the increased integration of ethical and 
diagnostic judgments within the health care of 
adults to promote their optimal level of being and 
functioning. Analysis of selected health care de- 
livery systems will emphasize the identification of 
variables to be changed to enhance optimal lev- 
els of health care. Theories and research from 
nursing and other disciplines are applied and in- 
tegrated through seminars, clinical conferences, 
clinical practice and course assignments. 

Laurel Eisenhauer 

Rosemary Harvey 

Ellen Mahoney 

Margaret Murphy 

NU 472 Advanced Theory in Community Health 
Nursing I (F: 3) 

Prerequisites: NU 5 1 5 and NU 5 1 6 or concur- 
rently 

This course is the first of a series in the theory 
and advanced practice of community health nurs- 
ing. The course focuses on concepts, theories and 
research in the development of knowledge and 
skills for the health assessment phase of the nurs- 
ing process, including nursing diagnosis and clini- 
cal judgment. Emphasis is on health promotion 
and the attainment of an optimum level of 
wellness in families and communities. Theories 
and research from nursing and other disciplines 
are integrated. Eileen Donnelly 



Graduate Arts and Sciences • Nursing • 73 



NU 473 Advanced Practice in Community 
Health Nursing I (F: 5) 

Prerequisites: NU 472, NU 515 and NU 516 or 
concurrently; and Physical Assessment 

This course focuses on the study, analysis and 
application of nursing theories and frameworks as 
they relate to the nursing care of families and 
communities. Emphasis is placed on the roles of 
the clinical nurse specialist and family nurse prac- 
titioner in the development of skills for the assess- 
ment phase, including nursing diagnosis and clini- 
cal judgment. Theory and research are integrated 
through seminars, as well as clinical conferences 
and experiences. Clinical settings include health 
departments, health centers, visiting nurse asso- 
ciations, home care agencies and occupational 
health programs. Eileen Donnelly 

Nancy Gaspard 

NU 5 1 5 Nursing Knowledge Development 
(F: 2-S: 2) 

Open to upper-division R.N. and B.S. nursing 
students, and non-matriculated nursing students 
with permission of instructor. 

The course focuses on the analysis of theory 
and conceptual frameworks as the basis for ad- 
vanced nursing practice and development of nurs- 
ing knowledge. Opportunity is provided for con- 
cept analysis and development within each 
student's specialty area. Theoretical models are 
compared and contrasted in relation to nursing's 
metaparadigm. Emphasis is placed on the rela- 
tionships among practice, theory and research. 

Ellen Mahoney 
Victoria Mock 

NU 516 Clinical Judgment: Ethical, Diagnostic 
and Therapeutic (F: 2-S: 2) 

Open to upper-division R.N. and B.S. nursing 
students, and non-matriculated nursing students 
with permission of instructor. 

The course focuses on the three domains of 
clinical judgment. In the ethical reasoning mod- 
ule, emphasis is on the philosophical basis of nurs- 
ing practice, ethical principles and reasoning, and 
the application of theories and frameworks in 
clinical reasoning. The diagnostic-therapeutic 
module focuses on nursing diagnosis and diagnos- 
tic-therapeutic reasoning. Information processing 
and decision-making theories are examined for 
clinical usefulness. Maijory Gordon 

Catherine Murphy 

NU 517 Advanced Nursing Practice-Role 
Implementation and Integration (F: 2-S: 2) 

Prerequisite: NU 515, NU 516 or concurrently 

The focus in this course is on the exploration 
of the development and implementation of the 
clinical specialist role. Emphasis will be placed on 
system analysis and organizational structure, qual- 
ity improvement, leadership and management 
theory, concept of advanced practice, and the 
generation of a new, innovative practice model. 
Sociopolitical issues will be examined as they 
impact on role implementation policy formula- 
tion and the profession as a whole. 

NOTE: Those students who have completed 
NU 5 10 for 3 credits but have not taken NU 610 
for 3 credits will take NU 5 1 7 in a special section. 
In this special 3 credit section, students will be 
given extra work to accumulate the 37 credits 
needed for graduation. Margaret Hamilton 

Joellen Hawkins 



NU 520 Nursing Research Theory (F: 3) 

Prerequisite: Undergraduate statistics course. 

Open to upper-division R.N. and B.S. nurs- 
ing students, non-nursing graduate students and 
non-matriculated nursing students with permis- 
sion of instructor. 

Research methods such as experimental/quasi-ex- 
perimental, exploratory-descriptive and natural- 
istic inquiry are presented. Research design con- 
siderations include types of control, threats to 
validity, and sampling plan. Clinical problems for 
research are identified focusing on health, nurs- 
ing, environment and the person. Victoria Mock 

NU 523 Computer Analysis of Health Care 
Data (F: 3-S: 3) 

Prerequisite: NU 520 or concurrently or permis- 
sion of instructor. 

This course focuses on the choice of appro- 
priate statistics for analyzing nursing and health 
care data for various populations and settings. 
Students will analyze health care data using the 
VAX system and SPSSX software packages. An 
existing data set will provide practical experiences. 
These will include: defining research questions, 
data coding, writing programs for data entry, data 
summarization, and descriptive and inferential 
statistics for hypothesis testing. 

Bernadette Hungler 

NU 524 Masters Research Practicum (F: 3-S: 3) 

Prerequisite: NU 520 or concurrently 

This course applies knowledge of the research 
process through the development of a clinical re- 
search proposal, a quality assurance proposal or 
a research utilization proposal, and the conduc- 
tion of a research quality assurance or a research 
utilization project. 

NOTE: For 1992-93 only, students who have 
completed NU 520 for 2 credits may take NU 524 
for 1 credit in the fall and NU 524 for 2 credits in 
the spring to accumulate the 3 7 credits needed for 
graduation. The Department 

NU 525 Integrative Review of Nursing 
Research (F, S: 3) 

Prerequisite: NU 520 or concurrently 

The focus of the course is on the use of a sys- 
tematic and analytic process in the critical analy- 
sis and synthesis of empirical nursing research. 
This is to develop and to test hypotheses derived 
from a theoretical model. The research area is to 
be related to the student's specialty area. 

NOTE: Those students who have completed 
NU 520 for 2 credits will register in one of the 
following: NU 523, NU 524, NU 525 in a spe- 
cial section for 4 credits. In these special 4 credit 
sections, students will be given extra work to ac- 
cumulate the 37 credits needed for graduation. 

Laurel Eisenhauer 

NU 541 Stress and Trauma: Individual/Family 
Responses (S: 3) 

Required for graduate psychiatric mental health 
nursing students. Open to a limited number of 
graduate students in other nursing specialties as 
well as non-nursing graduate students involved in 
counseling/therapy. This course examines the 
existing and evolving theories of stress responses 
and responses to trauma, particularly Post-Trau- 
matic Stress Disorder. Empirical studies on stress 
and trauma will be presented. The impact of stress 



and trauma on the functioning of adults, children 
and families is examined. Preventive and thera- 
peutic interventions will be examined in relation 
to scope and limitations. The nursing, social work, 
psychiatry, psychology, sociology and the biologi- 
cal sciences literature are utilized. 

Carol Han/nan 
June A. Horowitz 

NU 543 Advanced Practice and Theory in 
Psychiatric Mental Health Nursing II (S: 5) 

Prerequisites: NU 443 , NU 5 1 7 or concurrently 
This is the second major advanced theory and 
clinical specialty course. Differential diagnostic 
processes are examined in reference to DSM III- 
R and Nursing Diagnosis systems. Theories and 
interventions concerning major mental health 
disorders are evaluated to judge their relevance 
and efficacy for work with high-need urban popu- 
lations. Treatment needs of both adults and chil- 
dren are also addressed. Clinical learning experi- 
ences focus on the implementation of Working 
and Termination Phases of the psychiatric nurs- 
ing process. Students will have experience with a 
variety of intervention modalities. Seminar and a 
clinical practicum are both used as learning ex- 
periences. This course is complemented by NU 
441 and NU 541. Carol Hartman 

June A. Horowitz 

NU 552 Advanced Theory II: Diagnosis and 
Treatment of Human Response Patterns of 
Women, Infants, Children, Adolescents and 
Their Families (S: 3) 

Prerequisites: NU 5 1 7 or concurrently 

This course concentrates on the role of the 
nurse in advanced practice in the development, 
utilization, analysis and synthesis of theoretical 
knowledge and research for the health manage- 
ment and evaluation of that management for 
women, infants, children, adolescents and their 
families to promote an optimal level of function- 
ing, as well as the indirect role components that 
constitute advanced practice in maternal child 
health. Theories and research from nursing and 
other disciplines are applied and integrated 
through classes and course assignments. 

Susan Kelley 

NU 553 Advanced Practice in Women's Health 
Nursing II (S: 5) 

Prerequisites: NU 453, NU 517 or concurrently 
This course builds on maternal child health 
process one, and concentrates on the role of the 
nurse in advanced practice with women across the 
lifespan, focusing on development and evaluation 
of management strategies for optimal level of 
functioning in women seeking well woman ob- 
stetrical and gynecological care, as well as the in- 
direct role functions of the clinical nurse special- 
ist/nurse practitioner with these women. Theo- 
ries and research from nursing and other disci- 
plines are applied and integrated through semi- 
nars, clinical conferences, clinical experiences as 
well as course assignments. Joellen Hawkins 

NU 555 Advanced Practice in Perinatal Nursing 
Care II (S: 5) 

Prerequisites: NU 455, NU 517 or concurrently 
This course builds on the content of mater- 
nal child health process one, and concentrates on 
the role of the nurse in advanced practice in the 
development and evaluation of acute care nurs- 



74 • Graduate Arts and Sciences • Nursing 



ing management strategies for the optimal level 
of functioning of woman in need of high risk 
perinatal care and/or infants in need of high risk 
neonatal care, as well as the indirect role functions 
of the perinatal clinical nurse specialist. Theories 
and research from nursing and other disciplines 
are applied and integrated through seminars, 
clinical conferences, clinical experiences and 
course assignments. The Department 

NU 557 Advanced Practice in Pediatric 
Ambulatory Care II (S: 5) 

Prerequisites: NU 457, NU 517 or concurrently 
This course builds on the content of mater- 
nal child health process, one and concentrates on 
the role of the nurse in advanced practice in the 
development and evaluation of primary care nurs- 
ing management strategies for the optimal level 
of functioning with infants, children, adolescents 
and their families, as well as the indirect role func- 
tions of the clinical nurse specialist/nurse practi- 
tioner with these clients. Theories and research 
from nursing and other disciplines are applied and 
integrated through seminars, clinical conferences, 
clinical experiences and course assignments. 

Susan Kelley 

NU 559 Advanced Practice in Acute and 
Chronic Care of Children II (S: 5) 

Prerequisites: NU 459, NU 517 or concurrently 
This course builds on the content of Mater- 
nal Child Health process and concentrates on the 
role of the nurse in advanced practice in the de- 
velopment and evaluation of acute and chronic 
care nursing management strategies for the opti- 
mum level of functioning with infants, children, 
adolescents and their families, as well as the indi- 
rect role functions of the clinical nurse specialist 
with these clients. Theories and research from 
nursing and other disciplines are applied and in- 
tegrated through seminars, clinical conferences, 
clinical experiences and course assignments. 

Pamela Burke 

NU 562 Advanced Theory in Adult Health 
Nursing II (S: 3) 

Prerequisites: NU 5 1 7 or concurrently 

This course concentrates on the development, 
use, analysis and synthesis of theoretical knowl- 
edge and research for intervention with advanced 
adult health nursing practice. The role compo- 
nents that constitute advanced practice in adult 
health nursing are developed and evaluated for 
their potential contributions in improving the 
quality of adult health care. Professional, socio- 
economic, political, legal and ethical forces influ- 
encing practice are analyzed and corresponding 
change strategies proposed. Theories and re- 
search from nursing and other disciplines are ap- 
plied and evaluated through classes and assign- 
ments. Laurel Eisenhauer 

Ellen Mahoney 

NU 563 Advanced Practice in Adult Health 
Nursing II (S: 5) 

Prerequisites: NU 463, NU 463, NU 5 1 7 or con- 
currently 

This course concentrates on the implementa- 
tion, evaluation and development of advanced 
nursing practice based on theoretical knowledge 
and research. Clinical learning experiences focus 
on the increased integration of ethical, diagnos- 
tic and therapeutic judgments within the health 



care of adults to promote their optimal level of 
being and functioning. Rose Mary Harvey 

Ellen Mahoney 
Margaret Murphy 

NU 572 Advanced Theory in Community Health 
Nursing II (S: 3) 

Prerequisites: NU 5 1 7 or concurrently 

This course is the second of a series in the 
theory and advanced practice of community 
health nursing. Advanced theory two focuses on 
theories, concepts and research findings in the 
development and evaluation of nursing interven- 
tions and strategies that promote health in fami- 
lies, aggregates and communities. Health legisla- 
tion and multiple socioeconomic factors are ana- 
lyzed to determine their influence on planning for 
family health and community well being. Pro- 
cesses and outcomes of interventions are system- 
atically evaluated. Eileen Donnelly 

NU 573 Advanced Practice in Community 
Health Nursing II (S: 5) 

Prerequisites: NU 473, NU 517 or concurrently 
This course focuses on the roles of the clini- 
cal nurse specialist and the family nurse practitio- 
ner in the development, implementation and 
evaluation of nursing interventions with families, 
aggregates and the community client. Selection 
of either the family or the community focus fa- 
cilitates development of the indirect role of the 
clinical nurse specialist. Seminars, clinical confer- 
ences and clinical experience provide opportuni- 
ties to integrate theory, concepts and research as 
well as to further synthesize role components. 

Eileen Donnelly 
Nancy Gaspard 

NU 670 Ethical Issues in Nursing Practice (S: 3) 

(Open to non-matriculated students and non- 
majors.) 

This course focuses on the ethical dimensions 
of the nurse-patient relationship and current 
moral issues in nursing practice. Beginning with 
a reflection on the students' own values, the 
course examines the philosophical basis of nurs- 
ing ethics and its implications for the interpreta- 
tion and application of ethical principles. The 
moral responsibility of nurses as patient advocates 
is considered in such areas as the patient's right 
to know, behavior control, and problems concern- 
ing life and death. In addition, the ethical deci- 
sion-making process and the moral obligations of 
nurses are examined in relationship to the ethical 
barriers that exist in health care institutions, and 
strategies for dealing with the social context of de- 
cision-making will be developed. 

Catherine Murphy 

NU 672 Physiological Life Processes (F: 3) 

Prerequisite: Baccalaureate degree in nursing or 
permission of instructor 

Study of physiologic theories applicable to 
nursing. Focus is on normal and abnormal life 
processes with application to exemplar cases. The 
unit on normal cell physiology is followed with 
specific reference to cellular and/or systemic dys- 
function. Topics begin with cellular physiology 
and move to the nervous system form and func- 
tion, then to muscle and blood processes, then 
through processes of cardiovascular, respiratory, 
gastrointestinal, renal and endocrine regulation. 

The Department 



NU 699 Independent Study in Nursing 
(F, S: Credits by arrangement) 

Prerequisite: Permission of an instructor and the 
Chairperson. Recommendation of a second fac- 
ulty member is advised. 

Students with a special interest in nursing may 
pursue that interest under the direction of the fac- 
ulty. 

A written proposal for an independent study 
in nursing must be submitted to the Educational 
Policy Committee together with supporting state- 
ments from the faculty member directing the 
study and a faculty member whose area of con- 
centration qualifies him or her to judge the fitness 
of the proposed undertaking to graduate study. 
The student is required to submit written reports 
to the faculty member directing the study and the 
Educational Policy Committee at the end of the 
semester. The Department 

Doctoral Program 

NU 701 Epistemology of Nursing (F: 3) 

Prerequisite: Doctoral standing; PL 593, or con- 
currently 

An examination of the nature of epistemology, 
of philosophy of science movements affecting 
nursing as a scholarly discipline, and of the devel- 
oping epistemology of nursing. Includes perspec- 
tives on the nature of truth, understanding, cau- 
sality, continuity, and change in science, as well 
as on positivism, empiricism, reductionism, ho- 
lism, phenomenology and existentialism as they 
relate to nursing knowledge development. The 
identification of the phenomena of study and sci- 
entific progress in nursing are critiqued. 

Sr. Callista Roy 

NU 702 Strategies of Theory Construction (S: 3) 

Prerequisite: NU 70 1 

An in-depth study of the processes of theory 
construction and knowledge development. In- 
cludes concept analysis, synthesis and derivation 
from both inductive and deductive perspectives. 
Propositional statements are defined by order of 
probability from hypothesis to law, and the pro- 
cesses for deriving such statements are analyzed. 
Qualitative and quantitative theory derivation and 
related issues are emphasized. Experience is pro- 
vided in concept analysis related to clinical and 
ethical judgments and to human life processes and 
patterns. Sr. Callista Roy 

NU 710 Themes of Inquiry I: Clinical Topics (F: 3) 

Prerequisite: NU 702 

This course analyzes selected middle-range 
theories related to life processes. Emphasis is 
placed on the structure of knowledge, research 
design, and selected current research programs in 
nursing. Emerging themes of life processes at the 
individual, family and group levels are considered. 

Maijory Gordon 

NU 71 1 Themes of Inquiry II: Clinical Judgment 

(S:3) 

Prerequisite: NU 710 

This course presents an analysis and synthe- 
sis of selected middle-range theories related to the 
clinical science of nursing. Emphasis is on state- 
of-the-art research and theory development in 
ethics and ethical judgment and diagnosis and 
diagnostic-therapeutic judgment. 

Catherine Murphy 



Graduate Arts and Sciences • Philosophy • 75 



NU 750 Qualitative Research Methods (F: 3) 

Prerequisite: Three-credit graduate course on tra- 
ditional research methods, or concurrently 

This introductory course fulfills a research 
methods requirement for doctoral students in 
nursing. Application of qualitative methodologies 
to research questions relevant to nursing science 
will be explored. The relationship of data produc- 
tion strategies to underlying assumptions, theo- 
ries and research goals will be considered. 

Karen Aroian 

NU 75 1 Qualitative Data Management (S: 3) 

Prerequisite: NU 750 or an equivalent introduc- 
tory course on Qualitative Research Methods. 
Permission of instructor required. 

This seminar is designed for students in nurs- 
ing and the social sciences who are taking a quali- 
tative approach to research. The course will pro- 
vide experience in qualitative data collection and 
analysis, as well as writing up findings for publi- 
cation. Karen Aroian 

NU 810 Research Practicum I (F: 1) 

Prerequisite: NU 701 (or concurrently) 

This is the first in the series of four research 
practica that offers the student the opportunity to 
further develop and focus their research concen- 
tration, to analyze and synthesize the state of 
knowledge development in the area of concentra- 
tion and to collaborate with faculty on existing 
projects and publications. The Department 

NU 81 1 Research Practicum II (S: 1) 

Prerequisite: NU 8 1 0; NU 702 (or concurrently) 
Second in the series of four research practica 
that offers the student the continuation of prac- 
ticum with emphasis on individually developed 
research experiences that contribute to the design 
of a preliminary study. The Department 

NU 812 Research Practicum III (F: 1) 

Prerequisite: NU 810 and NU 81 1 

Third in the series of four research practica 
that offers the student individualized research 
experience in a concentration area. The student 
begins to implement a small research study. 
(Qualitative or quantitative methodology.) 

The Department 

NU 813 Research Practicum IV (S: 1) 

Prerequisite: NU 810, NU 81 1 and NU 812 

Fourth in the series of four research practica 
that offers the student individualized research 
experience in a concentration area. Continuation 
of preliminary research study begun in NU 81 1 
and NU 812 with emphasis on data analysis, draw- 
ing conclusions and communication of findings/ 
implications. The Department 

NU 820 Expanding Paradigms for Nursing 
Research (F: 3) 

Prerequisite: NU 702; NU 812; NU 710 (or con- 
currently) 

Review and synthesis of research related to 
selected clinical research topic within the substan- 
tive knowledge area that is the focus of study, that 
is, a given human life process, pattern and re- 
sponse, or diagnostic or ethical judgment. 

The Department 



NU 821 Nursing Research and Health Policy 
Formulation (S: 3) 

Prerequisite: NU 820 

Research utilization in health policy formu- 
lation is explored as well as the ethical obligations 
of nurse scientists in the conduct of research. 
Personal programs of research are projected in 
keeping with present and future priorities in nurs- 
ing science. Margaret A. Murphy 

NU 901 Dissertation Advisement (F: 3) 

Prerequisite: Doctoral Comprehensives 

This course develops and carries out disser- 
tation research, together with a plan for a specific 
contribution to clinical nursing knowledge devel- 
opment. The Department 

NU 902 Dissertation Advisement (S: 3) 

Prerequisite: NU 901, or consent of instructor 

This course develops and carries out disser- 
tation research, together with a plan for a specific 
contribution to clinical nursing knowledge devel- 
opment. The Department 



NU 998 Doctoral Comprehensives (F, S: 0) 

All doctoral students who have completed their 
coursework and are preparing for comprehensive 
exams must register for this course. 

The Department 

NU 999 Doctoral Continuation (F, S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree and have not completed their 
dissertation after taking six credits of Dissertation 
Advisement are required to register for doctoral 
continuation. This registration entitles them to 
the use of the University facilities (library, etc.) 
and to the privilege of auditing informally (with- 
out record in the graduate office) courses which 
they and their advisors deem helpful. Tuition 
must be paid for courses formally audited or taken 
for credit. When registering for NU 999, students 
must use the section number assigned to their 
dissertation directors to assure proper record 
keeping. The Department 



H I L O 



O 



FACULTY 

James Bernauer, S.J. Professor; A.B., Fordham 
University; A.M., St. Louis University; M.Div., 
Woodstock College; S.T.M., Union Theological 
Seminary; Ph.D., State University of New York 

Oliva Blanchette, Professor; A.B., A.M., Boston 
College; S.T.L., Weston College; Ph.D., 
Universit Laval; Ph.L., Collge St. Albert de 
Louvain 

Richard Cobb-Stevens, Professor; A.B., A.M., 
Boston College; Ph.D., Sorbonne 

Hans-GeorgGadamer, VisitingProfessor; Heidel- 
berg University 

Peter J. Kreeft, Professor; A.B., Calvin College; 
A.M., Ph.D., Fordham University 

Richard T. Murphy, Professor; A.B., A.M., Bos- 
ton College; S.T.L., Weston College; Ph.D., 
Fordham University 

Joseph L. Navickas, Professor; Ph.B., Ph.L., 
Louvain University; Ph.D., Fordham University 

Thomas J. Owens, Professor; A.B., A.M., Boston 
College; Ph.D., Fordham University 

David M. Rasmussen, Professor; A.B., University 
of Minnesota; B.D., A.M., Ph.D., University of 
Chicago 

William J. Richardson, S. J., Professor; Ph.L., 
Woodstock College; Th.L., Ph.D., Maitre- 
Agrege, University of Louvain 

Jacques M. Taminiaux, Professor; Doctor Juris, 
Ph.D., Maitre-Agrege, University of Louvain 

Norman J. Wells, Professor; A.B., Boston Col- 
lege; L.M.S., Pontifical Institute of Medieval Stud- 
ies; A.M., Ph.D., University of Toronto 

Patrick Byrne, Associate Professor; B.S., A.M., 
Boston College; Ph.D., New York State Univer- 
sity 



H 



John J. Cleary, Associate Professor; A.M., Univer- 
sity College, Dublin; Ph.D., Boston University 

Joseph F.X. Flanagan, S.J., Associate Professor, 
Chairperson of the Department; A.B., A.M., Boston 
College; S.T.L., Weston College; D.D.S., Wash- 
ington University; Ph.D., Fordham University 

Arthur R. Madigan, S J. , Associate Professor; A.B., 
Fordham University; A.M., Ph.D., University of 
Toronto; M.Div., S.T.B., Regis College, Toronto 

Stuart B. Martin, Associate Professor; A.B., Sacred 
Heart College; L.M.H., Pontifical Institute of 
Medieval Studies; A.M., Ph.D., Fordham Uni- 
versity 

Francis Soo, Associate Professor; A.B., Berchmans 
College; A.M., University of Philippines; B.S.T., 
Fu-Jen University; A.M., Harvard University; 
Ph.D., Boston College 

Eileen C. Sweeney, Associate Professor; B.A., 
University of Dallas; M.A., Ph.D., University of 
Texas at Austin 

Ronald K. Tacelli, S.J., Associate Professor; A.B., 
Boston College; M.Div., Weston College; Ph.D., 
University of Toronto 

Ronald Anderson, S.J., Assistant Professor; B.Sc, 
University of Canterbury; Ph.D., University of 
Melbourne; M.Div., Weston School of Theol- 
ogy; Ph.D., Boston University 

Thomas S. Hibbs, Assistant Professor; B. A., M. A., 
University of Dallas; M.A.,Ph.D., University of 
Notre Dame 

Gerald C. O'Brien, S.J., Assistant Professor; A.B., 
A.M., Boston College; Ph.D., Fordham Univer- 
sity 

Vanessa P. Rumble, Assistant Professor; B.A., 
Mercer University; Ph.D., Emory University 



76 • Graduate Ar is and Sciences • Philosophy 



PROGRAM DESCRIPTION 

Philosophical study at Boston College provides 
the opportunity for open-minded inquiry and re- 
flection on the most basic questions that concern 
man and the ultimate dimensions of his world. In 
this quest for new and fuller meanings, the Phi- 
losophy Department offers a balanced program 
of courses allowing for concentration in the fol- 
lowing specialized areas: American philosophy, 
contemporary continental philosophy, medieval 
philosophy, philosophy of religion, social and po- 
litical philosophy, and the philosophy of science. 

In addition to these areas of specialization, 
there is considerable provision made for interdis- 
ciplinary programs in cooperation with other 
graduate departments in the University. The 
range of courses available, both within the De- 
partment and elsewhere, allows the student con- 
siderable flexibility in planning a highly individu- 
alized and personal program of study geared to 
his or her own major interests. Small seminar-type 
classes are the rule, and the students are encour- 
aged to initiate and complete independent and 
original research projects. 

The Department is extremely selective in its 
admission to the doctoral program. Less than ten 
students are admitted each year and all must be 
full-time degree candidates. All applicants for 
admission, except foreign students, must take the 
Graduate Record Examination and have the 
scores sent to the Department. There is also a 
special program leading to a terminal M.A. which 
is open to both full and part-time students. 

One year of full-time residence is required of 
all doctoral candidates; these students will be ex- 
pected to take a preliminary examination at the 
end of the first year of study, and all their com- 
prehensive examinations must be completed by 
the end of the third year. Doctoral students must 
also pass proficiency examinations in two modern 
languages prior to the second year of graduate 
study. French and German are the usual lan- 
guages required of doctoral candidates but, with 
Department approval, other languages may be 
substituted if they are more appropriate to the 
candidate's field of specialization. A final compre- 
hensive examination will be required of all 
Master's students and proficiency in one modern 
language is also required. 

Financial Aid 

The University welcomes applications for the 
following programs of aid: Teaching Fellowships 
($7,000-1 1,000); Research Assistantships 
($6,500). 

AJ1 fellows and assistants are exempt from 
payment of tuition. Various programs of financial 
aid are available during the summer. Ordinarily, 
all students admitted to the doctoral program will 
qualify for some form of financial assistance. 
Normally no financial assistance is available for 
students seeking a terminal M.A. 

Institute of Medieval Philosophy and 
Theology 

The Department of Philosophy is linked to the 
Institute of Medieval Philosophy and Theology. 
The institute is a center that unites the teaching 
and research efforts of faculty members in the 
Philosophy and Theology Departments who spe- 
cialize in medieval philosophy and theology. 



Doctoral degrees are awarded in the Philosophy 
(or Theology) Department, and students study 
within one of these departments. The focus of the 
institute is the relationship between medieval 
philosophy and theology and modern continen- 
tal philosophy and theology. The concentration 
of the Philosophy and Theology Departments at 
Boston College is in modern continental thought, 
so the context for carrying on a dialogue between 
medieval and modern philosophy and theology is 
well established. 

To foster this dialogue and encourage the 
scholarly retrieval of the great medieval intellec- 
tual world, the institute offers graduate student 
fellowships and assistantships, sponsors a speak- 
ers program, runs a faculty-student seminar to 
investigate new areas of medieval philosophical 
and theological research, and runs a research cen- 
ter to assist in the publication of monographs and 
articles in the diverse areas of medieval philoso- 
phy and theology, to encourage the translation of 
medieval sources and the editing of philosophi- 
cal and theological texts. 

The Lonergan Center 

Studies related to the work of Jesuit theologian 
and philosopher Bernard Lonergan (1904—1984) 
have a focus in the Lonergan Center at Boston 
College. Inaugurated in 1986, the Center houses 
a growing collection of Lonergan's published and 
unpublished writings as well as secondary mate- 
rials and reference works, and it also serves as a 
seminar and meeting room. The Center is on the 
fourth level of Bapst Library and is open during 
regular hours as posted. The director is Profes- 
sor Charles Hefling. 

COURSE OFFERINGS 

If a desired course is not offered, please consult 
with the appropriate professor; it may be possible 
to arrange a Readings and Research course on the 
desired topic. 

PL 303 Philosophical Questions in Religion 

This course is for students who want to form their 
individual opinions rationally on such controver- 
sial religious topics as the psychology of belief, the 
problem of evil, arguments for God's existence, 
our knowledge of God, predestination and free 
will, time and eternity, life after death, miracles, 
the reliability of the Bible, mysticism, Eastern vs. 
Western religions. A problem-oriented textbook 
is supplemented by readings in C. S. Lewis and 
Thomas Aquinas. Not offered 1992-93 

Peter J. Kreeft 

PL 308 Political Thought of the Greeks 

An examination of Greek political philosophy, 
with special emphasis on Plato's Republic and 
Aristotle's Politics; an attempt to apply the re- 
sources of Greek thought to some of the peren- 
nial issues of political philosophy. 
Not offered 1 992-93 Arthur R. Madigan, S.J. 

PL 309 Marriage and the Family (S: 3) 

The course is designed, from a philosophical per- 
spective, to explore the full significance of the 
most fundamental and intimate human relation- 
ship: Marriage/Family, on both institutional and 
personal levels. 

The entire course consists of four parts: 1) It 
begins with a cross-cultural understanding of 



marriage/family by examining some of its many 
cultural variations. 2) Next, we will focus on the 
American traditional marriage/family and see why 
and how it has evolved into its present form, i.e., 
nuclear system. 3) Thirdly, we will try to exam- 
ine the personal dimension of marriage/family 
and study how interpersonal interactions take 
place within the context of marriage/family. 4) 
Finally, we will organize a two-day seminar to 
which students will invite speakers of different 
marital (and non-marital) status to share their 
personal experience (both positive and negative) 
as well as their insights into this very foundation 
of human life. Francis Y. Soo 

PL 310 Genealogy and the History of Ethics (F: 3) 

The course will begin by reading selections from 
Nietzsche's Genealogy of Morals and Beyond Good 
and Evil. The remainder of the course will be 
spent testing Nietzsche's account of the history 
of ethics against representative texts and testing 
the texts against Nietzsche's problematic. We will 
focus on texts (to be read in reverse chronologi- 
cal order) of Kant, Aquinas, and Aristotle. Short 
readings from other authors, for example, Hume 
and Luther, will be assigned to fill in gaps in the 
history. The course will end where it began, with 
Nietzsche, by reading The Advantage and Disad- 
vantage of History for Life. Thomas S. Hibbs 

PL 312 Christianity for Pagans (S: 3) 

Pascal, Kierkegaard, and G.K. Chesterton offer 
three ways to think and live Christianity in a post- 
medieval, post-Christian world: a way for the 
heart, a way for the will, and a way for the mind, 
respectively; or a way of passion, a way of "sub- 
jectivity", and a way of common sense. This 
course sympathetically explores all three ways. 

Peter J. Kreeft 

PL 314 The Mind and Its Body (S: 3) 

Am I my body and nothing more? Is there such a 
thing as a soul? If there is, can I know anything 
about it? What is the relationship between "mind" 
and "body"? Is the unity between them what ac- 
counts for their existence? Are they separable? 
Could the soul possibly survive the dissolution of 
the body? Can I know any of this? These are some 
of the questions we will raise — and try to answer. 

Ronald K. Tacelli, S.J. 

PL 330 Philosophy of Communication (F: 3) 

This course involves both a theoretical and prac- 
tical study of the art of verbal persuasion, com- 
bining the reading of historical texts on rhetoric 
with exercises in the art itself. As expected, we 
begin with selections from Greek and Roman 
thinkers like Plato, Aristotle, Isocrates, Cicero, 
Quintilian and Augustine. Then we study the 
Renaissance thinkers who rediscovered the im- 
portance of rhetoric for the humanist tradition. 
Finally, we consider the function of rhetoric in the 
development of modern democratic societies like 
that of America, where the various media of com- 
munication play an increasingly important role in 
social and political decisions. Along with reflect- 
ing philosophically on rhetoric, the student will 
also be expected to compile "commonplace" 
books and to prepare a verbal presentation in one 
rhetorical genre. JohnJ.Cleary 



Graduate Arts and Sciences • Philosophy • 77 



PL 335 Platonic Dialogues 

This course is an inquiry into the developing 
thought of Plato, stressing particularly Plato's 
probing into the questions of the nature of man, 
the relation of the individual to society, the na- 
ture of human knowing, the foundation of judg- 
ments of value, and the meaning of a virtuous life. 
The course will include nearly all of what are 
called the early and middle dialogues of Plato, up 
to and including the Republic. The basic thrust 
of the course will be two-fold: first, to understand 
Plato's thought as this unfolds in each dialogue, 
and second, to appropriate this thought in an 
understanding of the context of our own time. 

This course is intended for students who are 
beginning Plato or at least have not studied him 
in depth. No knowledge of Greek is required. 
Not offered 1 992-93 Gerard C. 'Brien, S.J. 

PL 338 The Heidegger Project I (F: 3) 

This is a course designed to allow undergraduates 
an opportunity to work closely with the major 
texts of Martin Heidegger, one of the leading 
twentieth-century philosophers. Students will be 
expected to participate in assessing Heidegger's 
relevance to contemporary issues and in develop- 
ing their own philosophical views vis-a-vis 
Heidegger's. Some knowledge of traditional phi- 
losophy (e.g. Aristotle, Descartes, etc.) would be 
helpful, but is not an absolute prerequisite. 

Thomas J. Owens 

PL 339 The Heidegger Project II (S: 3) 

A continuation of PL 338, open only to students 
participating in the course. Thomas J. Owens 

PL 340-341 Philosophy in the Middle Ages I 
and II 

The examination of the perspectives on God, man 
and the cosmos from Augustine to Ockham. 
Not offered 1 992-93 Norman J. Wells 

PL 344 The Aristotelian Ethics 

Reading of Aristotle's Nkomachean Ethics, and 
examination of its principle themes: happiness, 
virtue, responsibility, justice, moral weakness, 
friendship, pleasure, contemplation. 
Not offered 1 992-93 Arthur R. Madigan, S.J. 

PL 351 Life, Values, and Morality 

The objective of this course is the examination of 
the meaning of life. A number of problems will 
be discussed: the general notion of value, differ- 
ent types and families of values, including mor- 
ally significant goods and moral obligation. Some 
modern philosophers will be introduced: Nicolai 
Harmann, Max Scheler, Dietrich von Hilde- 
brand, and Alexander Pfander. 
Not offered 1992-93 Joseph L. Navickas 

PL 358 The Confessions of St. Augustine (F: 3) 

The reflective study of the Christian Neo- 
platonism of Augustine's Confessions with a stress 
on understanding Augustine in the light of his 
background of conservative African Christianity, 
Manicheanism, classical literary education and 
Neoplatonic philosophy. The chief emphasis will 
be on the text of the Confessions in translation, but 
there will also be some reading of other texts of 
Augustine's early works. Gerard C. O'Brien, S.J. 

PL 379 Socrates and Jesus 

Purpose: to make the acquaintance of and to com- 
pare the two most influential people who ever 
lived — the inventor of reason and the object of 



faith; philosophy and religion compared at their 
source. Intensive reading and discussion of Great 
Dialogues of Plato and John's Gospel. 
Not offered 1 992-93 Peter J. Kreeft 

PL 381-382 After Metaphysics I (F: 3-S: 3) 

Starting from Heidegger and other decon- 
structionists of the metaphysical tradition, this 
course will attempt to reopen the question of be- 
ing as an issue of rational discourse and propose 
a method for dealing with the question scientifi- 
cally in terms of the transcendental properties of 
Being, the One, the True, and the Good. It will 
argue that not "the forgetfulness of being" but the 
forgetfulness of the transcendentals has led to the 
demise of metaphysics in Western philosophy and 
that a refocusing on the transcendentals can open 
the way to a more adequate discourse on Being, 
as such. Oliva Blanchette 

PL 395 Philosophy of Dostoevsky 

The aim of this course is the examination of the 
major philosophical positions of Dostoevsky. The 
course will offer a detailed analysis of the Grand 
Inquisitor. The following issues will be examined: 
the critique of the Catholic Church, the struggle 
between good and evil, the conflict between free- 
dom and happiness, and Dostoevsky's dialectical 
approach Not offered 1992-93 Joseph L. Navickas 

PL 402 Kant's Moral Philosophy 

How we make moral decisions warrants close 
examination. Often we experience a conflict be- 
tween what seems the best and what seems the right 
thing to do. Kant offers a theory to substantiate 
our choice for what is right — our duty. This view 
has been challenged. The course seeks to present 
and evaluate Kant's theory of duty. 
Not offered 1 992-93 Richard T. Murphy 

PL 403 Does God Exist? (F: 3) 

An intensive examination of arguments for and 
against God's existence. Ronald K. Tacelli, S.J. 

PL 404 Philosophical Autobiography (S: 3) 

We will examine the philosophical anthropologies 
of Augustine, Rousseau, Nietzsche, and Sartre and 
discuss the manner in which their understandings 
of human nature find expression in their autobi- 
ographies. Vanessa P. Rumble 

PL 405 Self-Deception and Morality 

At the heart of our western tradition is the belief 
that moral endeavor and self-understanding are 
inseparable. Particularly in Kantian and Post- 
Kantian philosophy, the avoidance of self-decep- 
tion has assumed central importance. 

This course will deal with the main moral and 
anthropological perspectives on self-deception 
that have emerged in western philosophy, particu- 
larly in the nineteenth and twentieth centuries. 
Two related questions will be posed to each of the 
thinkers studied: 1) How must the human self be 
constituted in order for self-deception to be pos- 
sible? 2) Is the self-deceiver morally responsible? 
Not offered 1992-93 Vanessa P. Rumble 

PL 41 5 Great Trials in Western Civilization (S: 3) 

Since the time of Socrates, many of the central 
issues of human existence have been raised and 
treated in judicial trials. This course will exam- 
ine the development of our moral-political judg- 
ment by a study of significant trials which have 
taken place in western civilization. Among those 
to be considered and the issues raised by them are: 



the trial of Galileo (science and religion), Dred 
Scott (racism), Louis XVI (revolution and justice), 
Dreyfus (antisemitism), Nuremberg trials (war 
and responsibility), Eichmann (modern forms of 
evil). In addition, several important trials from the 
Inquisition will be studied. 

James W. Bernauer, S.J. 

PL 416 Hannah Arendt: Human Condition and 
the Life of the Mind 

Though still controversial, Hannah Arendt is now 
recognized as one of the major thinkers of this 
century in areas such as political philosophy and 
deconstruction of metaphysics. The purpose of 
this course is to offer an introduction to the main 
topics in her inquiry into first, the structures of 
active life (labor, work, action, the private and 
public), and second, her criticism of several con- 
stantly recurring prejudices in the works of those 
who are entirely dedicated to the activity of think- 
ing; that is, the professional philosophers. 
Not offered 1992-93 Jacques M. Taminiaux 

PL 420 Legacy of Plato and Aristotle in 
Christian Fine Arts into the Renaissance 

A study of the theological and philosophical back- 
ground of Christian painting, sculpture, and ar- 
chitecture. Not offered 1992-93 

Jacques M. Taminiaux 

PL 421 Nietzsche (S: 3) 

Through a chronological analysis of the basic texts 
of Nietzsche, this course aims at discussing the 
meaning of his attempt to overcome platonism. 

Jacques M. Taminiaux 

PL 428 Introduction to Phenomenology 

A historical and textual survey of the development 
of the Phenomenological movement from 
Husserl to Heidegger. Not offered 1992-93 

Jacques M. Taminiaux 

PL 434 (UN 502) Capstone: Ethics in the 
Professions (F: 3) 

This course will focus on controversial moral di- 
lemmas which arise in the professions of law, 
business, medicine, education, and journalism. In 
addition to considering some key ethical theories 
(e.g., pluralism and utilitarianism) which can be 
used as a framework for addressing these prob- 
lems, it will also dwell on relevant moral notions 
such as virtue and collective responsibility. The 
course will deal extensively with issues such as 
privacy and confidentiality, deception, whistle- 
blowing, preferential hiring, and so forth. Cases 
will be used to help students develop analytical 
skills and enhance their capacity for making 
sound, moral judgments in different situations. 
Speakers representing some of these professions 
will discuss their conceptions of professional re- 
sponsibility along with the ethical dilemmas 
which they have encountered. Richard A. Spinello 

PL 435 Theory of the Novel (F: 3) 

This course will consider the relationship between 
the production of literature and philosophy. Al- 
though writers do not intend to be philosophers, 
they do isolate and present a specific vision of 
reality. This course will concentrate on the philo- 
sophic vision presented in specific literary texts 
such as: One Hundred Years of Solitude, Crime and 
Punishment, The Sun Also Rises, Death in Venice, 
Light in August, and Madame Bovary. 

David M. Rasmussen 



78 • Graduate Arts and Sciences • Philosophy 



PL 436 The Development of American 
Pragmatism (F: 3) 

A critical study of the main ideas of the pragma- 
tists — Peirce, James and Dewey. Topics to be 
considered are Experience; Meaning and Truth; 
Freedom, Theory and Practice; and the role of 
Scientific Inquiry. John S?nith 

PL 439 Existentialism and Art (Nietzsche to 

Sartre) (S: 3) 

An examination of key existentialist theories of art 
from Nietzsche and Kierkegaard to Sartre and 
.\ lerleau-Ponty. Richard Kearney 

PL 442 Search for Selfhood: Romanticism and 
German Idealism (F: 3) 

Kant's transcendental idealism has been charged 
with divorcing the subject of understanding from 
the subject of moral experience. We shall exam- 
ine the basis of this claim, as well as the attempts 
by Romantic writers and German Idealists to pro- 
vide a fresh account of the integrity of human 
experience. Vanessa P. Rumble 

PL 449 Corporations and Morality (F, S: 3) 

This course will begin with a reflection on the 
main ethical theories which can be used as frame- 
works for making moral judgments. To test the 
efficacy of such theories, we will examine several 
cases dealing with moral dilemmas which can arise 
in the workplace. At this point, our focus shifts 
to the corporation as a special entity in society 
which has the same autonomy and moral agency 
as the human person. After delineating a tenable 
theory of corporate responsibility, we will exam- 
ine how the corporation functions as both a moral 
agent in the larger society and as a moral environ- 
ment to be managed with a view to the freedom 
and well-being of its members. The main focus 
will be on managing the corporation's relation- 
ship with the social and natural environment in 
which it operates. Issues to be considered in this 
regard will include marketing and advertising, 
product safety, environmental pollution, bank- 
ruptcy, and international business. Since the trend 
of globalization in the business environment re- 
mains so predominant, special attention will be 
paid to the peculiar problems which often surface 
when doing business in the international market- 
place. Richard A. Spinello 

PL 452 Perspectives on Addiction 

This course attempts to apply the ordering and 
integrating function of philosophy to the multi- 
faceted problem of addiction. The chief focus is 
on alcoholic addiction, but includes addiction to 
other drugs as well. Not offered 1992-93 

Gerard C. O'Brien, S.J. 

PL 455 Kierkegaard and Nietzsche (F: 3) 

Kierkegaard and Nietzsche are the two most im- 
portant giants of thought in the nineteenth cen- 
tury and the two leading influences on contem- 
porary thought. This course will study their lives 
and the predominant themes of their thought 
along the lines of Christian belief and Atheistic 
Humanism. The class will include lectures, stu- 
dent reports, and analyses of some of their impor- 
tant writings. Stuart B. Martin 

PL 465 Sexuality: New Histories, Old Ethics? 

(S:3) 

The last twenty years have witnessed an explosion 
of historical investigations of sexuality in western 



culture. This course will examine several of these 
studies in the interest of appreciating the histori- 
cal development of anxiety toward and acceptance 
of sexual activity. We will attempt to explore the 
implications of these historical visions for an ethi- 
cal approach to sexual conduct. 

James W. Bernauer, S.J. 

PL 467 Jean-Paul Sartre (S: 3) 

An analysis of Sartre's early writings on imagina- 
tion and consciousness. Emphasis will be placed 
upon his penetrating studies of freedom, bad faith 
and the sadomasochistic dimensions of interper- 
sonal relations. Both literary and philosophical 
texts will be discussed. Richard Cobb-Stevens 

PL 475 Philosophy of Language 

This course will focus on the major strands in 20th 
century philosophy of language, beginning with 
Bertrand Russell and ending with Jacques 
Derrida. Along the way we will study the views 
of I. A. Richards, Ludwig Wittgenstein, Kenneth 
Burke, J. L. Austin, and Paul Ricouer. We will try 
to understand these different accounts of language 
as texts which form some of the roots of both 
"analytic" and "continental" philosophy of lan- 
guage, and which span the distance between "lit- 
erary" and "philosophic" reflections on language. 
Our goal will be to see these thinkers in conver- 
sation with one another, as offering different 
models to illustrate the nature of language, its 
possibilities and limitations. Not offered 1992-93 

Eileen C. Sweeney 

PL 476 Hume 

At this time, there has arisen from diverse philo- 
sophical traditions a renewed interest in Hume. 
This course will undertake to investigate Hume's 
contributions both in the epistemological and in 
the moral sphere. Thereby, Hume's study of the 
human person will emerge — a study now chal- 
lenging contemporary thinkers. 
Not offered 1 992-93 Richard T. Murphy 

PL 479 Contemporary German Philosophy (S: 3) 

In this course, consideration will be given to cur- 
rent developments within German philosophy. 
Husserl, Heidegger, Gadamer, and Habermas 
will be among the philosophers considered. Spe- 
cial attention will be given to current movements 
within German philosophy, including phenom- 
enology, hermeneutics and critical theory. 

David M. Rasmussen 

PL 482 Political Philosophy: Hobbes to Hegel 

(F:3) 

Through an analysis of the basic political concepts 
of major thinkers like Hobbes, Spinoza, Locke, 
Rousseau, Kant and Hegel, this lecture course 
aims at an introduction — both historical and 
philosophical — to current issues like technocracy, 
consumerism, the private and the public, politi- 
cal judgment, freedom of expression, etc. 

Jacques M. Taminiaux 

PL 485 Philosophy of Comparative Religions — 
East and West 

This course has a twofold purpose. First, it ex- 
plores one of the fundamental questions in phi- 
losophy: the religious or a-religious nature of 
man. Is man essentially a religious being, and 
hence is self-sufficient per se. Or is man essentially 
an a-religious being, and hence is not self-suffi- 
cient per se. Secondly, this course is also a com- 



parative study of philosophies of Western and East- 
ern religions. Five of the world's major living re- 
ligions (Judaism, Christianity, Taoism, Buddhism 
and Shintoism) will be studied separately, and 
then follows a comparative evaluation of them. It 
is hoped that a synthetic understanding of the 
religious or a-religious nature of man would be 
achieved. Not offered 1992-93 Francis Y. Soo 

PL 490 Aquinas and Pascal: Styles of 
Philosophical Theology 

This course will compare and critically appraise 
two approaches to philosophical theology. Top- 
ics to be considered: the intelligibility of the cos- 
mos, the limits of human reason, the viability and 
efficacy of natural theology, the relation between 
philosophy and theology. Texts will be taken from 
Pascal's Penses and Provincial Letters and from 
Aquinas' Summa Theologiae and Summa Contra 
Gentiles. We will consider the Aristotelian basis 
of Aquinas' thought, the Cartesian influences on 
Pascal, and the influence of Augustine on both. 
Attention will also be given to the relevant, recent 
literature in the growing field of philosophical 
theology. Not offered 1 992-93 Thomas S. Hibbs 

PL 497 Parmenides (S: 3) 

An investigation of the background, life and phi- 
losophy of the greatest of the Greek philosophers 
before Socrates. Parmenides was thoroughly a 
man of his time; yet, against the tide of Greek 
physical speculation, he launched the science of 
metaphysics; in a polytheistic society, he was a 
monotheist; in a male-oriented society, he envi- 
sioned reality under the guise of a woman. Some 
elementary Greek grammar will be taught in con- 
junction with this course so that we can together 
share the authentic vision of Parmenides. 

Stuart B. Martin 

PL 529 Philosophy of Action (S: 3) 

A study of the concrete approach to transcen- 
dence through human action as found in Maurice 
Blondel's science of practice and its relation to 
practical science. Oliva Blanchette 

PL 532 Issues in Science and Religion 

While science and religion have often been seen 
as separate enterprises in conflict with each other, 
this course will seek to develop the ways in which 
they may interrelate and engage with each other. 
The issues will be focused by addressing the topic 
of how God's action within the world can be un- 
derstood. It will be argued that this topic, which 
is foundational for developing a religious perspec- 
tive on the world, requires treatment within the 
context of the natural sciences. At the same time, 
it will be argued that natural science must be open 
to entertaining this question if it is to be consis- 
tent with the presuppositions that have directed 
its growth and success. Not offered 1 992-93 

Ronald Anderson, S.J. 

PL 535 Scientific Revolutions I 

This course will study the development of the 
Copernican revolution against the background of 
the ancient and medieval views of the universe. 
We will read selections from the original works 
of Ptolemy, Copernicus, and Kepler; along with 
two major works by Galileo, who was chiefly re- 
sponsible for the consolidation of the new world 
view. In studying these works, we shall focus on 
the following problems: a) the problem of plan- 



Graduate Arts and Sciences • Philosophy • 79 






etary motion and b) the problem of terrestrial 
motion. The guiding theme of the course is the 
fruitful interaction of problems and theories. 
Not offered 1992-93 JohnJ.Cleary 

PL 536 Scientific Revolutions II 

This course will continue and complete our study 
of the Copernican Revolution which was begun 
in Scientific Revolutions I. We will read closely 
some of the key scientific works of both Descartes 
and Newton — the two central figures for the 
completion of the scientific revolution heralded 
by Copernicus. Finally, we will consider its most 
important philosophical implications as spelled 
out in the works of Kant, who self-consciously 
introduced a "Copernican Revolution" in philoso- 
phy. Not offered 1992-93 John J. Cleary 

PL 538 Law, Business and Society (F: 3) 

This course makes use of an interdisciplinary ap- 
proach to studying society and social issues related 
to Law, Business, and Society, i.e., the political, 
economic and social spheres of human life. 
Starting from the notion of "law" and "right," the 
course will first study the American legal system. 
We will examine its historical roots, its Consti- 
tution, various legal theories and their practice 
(i.e., cases). Then, we will move into a critical 
study of the major economic thoughts or theories: 
Classical, Neoclassical, Marxist, and Supply-side 
economics. Finally, we will examine the Ameri- 
can social system in terms of its class structure, 
power elite, bureaucratization, and social status. 
Throughout the course, the students will be asked 
to develop critical thinking and reflect on impor- 
tant social issues such as equality, crime, family 
crisis, and justice. Francis Y. Soo 

PL 544 St. Thomas Aquinas 

Prerequisites: a knowledge of Aristotelian logic and 
Aristotelian philosophical terminology, e.g., 
Kreyche's Logic for Undergraduates and Adler's 
Aristotle for Everybody. 

This course is a survey of the distinctive teach- 
ings of Aquinas' metaphysics, cosmology, anthro- 
pology, epistemology, ethics, politics, and philo- 
sophical theology. Not offered 1992-93 

Peter J. Kreeft 

PL 554 Philosophy of Poetry and Music (S: 3) 

This course will deal with the history of poetry, 
painting, sculpture, architecture, music and dance. 
A major perspective will be the interrelation of 
these art forms to their respective cultural peri- 
ods. Students will be encouraged to work out their 
own projects or to select studies on Eastern or 
Western Art. Joseph F. Flanagan, S.J. 

PL 557 Modernism and Philosophy 

This course deals with the origins and develop- 
ment of the "Modernist" movement during the 
past century. We shall consider examples of the 
fiction, poetry, painting, music, and architecture 
of the period. Special attention will be paid to the 
ethical and other philosophical implications of the 
modernist movement. Not offered 1992-93 

Richard Cobb-Stevens 

PL 561 Freud and Phenomenology 

The course will present the chief principles and 
concepts belonging to the method of psycho- 
analysis developed by Sigmund Freud. After the 
close examination of his general psychological 
theory a philosophical critique of the Freudian 



method will be given from the phenomenologi- 
cal viewpoint. This critique will introduce a brief 
sketch of the phenomenological method as ap- 
plied in existential analysis. Not offered 1992-93 

Richard T. Murphy 

PL 563 The Great Philosophers I (F: 3) 

This course is not a survey of the history of phi- 
losophy but an interpretation of the history of 
philosophy. That is, it does not survey the whole 
course of ancient and medieval philosophy, but 
rather traces a theme through ancient and medi- 
eval philosophy. The theme to be studied will vary 
from year to year. Arthur R. Madigan, S.J. 

PL 564 The Great Philosophers II (S: 3) 

This course is a continuation of the Great Phi- 
losophers I. The purpose of the present course is 
to exhibit philosophy as the thought of remark- 
able individuals, not as an integral part of cultural, 
social, and political life. This purpose demands 
more account of individual thought than is usu- 
ally given by the historians.Ronald K. Tacelli, S.J. 

PL 577 Introduction to Symbolic Logic (S: 3) 

An introduction to modern formal logic designed 
to familiarize students with both the methods for 
expressing ordinary language arguments in sym- 
bolic form and with the various techniques used 
to analyze and evaluate the validity of arguments 
expressed in symbolic form. The course will cover 
propositional and predicate logic, some of the 
subtleties involved in the way we use ordinary 
language in reasoning, and some of the horizons 
of 20th-century logic such as the interesting para- 
doxes of self-reference, "formal systems," and the 
limits of logic in human thought. 

Ronald Anderson, S.J. 

PL 584 C.S. Lewis (F: 3) 

Lewis wrote poetry, literary criticism, science fic- 
tion, fantasy, philosophy, theology, religion, lit- 
erary history, epics, children's stories, historical 
novels, short stories, psychology and politics. He 
was a rationalist and a romanticist, a classicist and 
an existentialist, a conservative and a radical, a 
pagan and a Christian. No writer of our century 
had more strings to his bow, and no one excels 
him at once in clarity, in moral force, and in 
imagination: the true, the good, and the beauti- 
ful. This course is a total immersion experience 
in this remarkable man through his writings — 
aiming not primarily at him but at ourselves and 
our world seen through his eyes. Peter J. Kreeft 

PL 593 Philosophy of Science (F: 3) 

An introduction to the various themes concerned 
with the interplay between philosophy and sci- 
ence. The nature of scientific explanations and the 
cognitive status of scientific theories will be con- 
sidered. The roles of induction and deduction in 
scientific discovery will be examined as well as a 
number of metaphysical questions raised by the 
natural sciences such as the ontological status of 
the various entities which make up scientific theo- 
ries. Examples will be considered from both the 
biological and physical sciences, with a particular 
focus on evolutionary theory and modern cosmo- 
logical theories about the universe. 

Ronald Anderson, SJ. 



PL 595 Kant's Critique (F: 3) 

An analysis of the major theme of Kant's philoso- 
phy as expressed in his first critique, including a 
study of its antecedents and consequences in the 
history of philosophy. Ronald K. Tacelli, S.J. 

PL 602 Philosophy of World Religions (F: 3) 

A sympathetic, objective but "existential" com- 
parative exploration of eight of the world's 
"higher religions," beginning with readings from 
each religion's own scriptures (data) and conclud- 
ing with interpretation and discussion of ecumeni- 
cal dialog, especially between East and West. 

Peter J. Kreeft 

PL 603 Ancient, Medieval and Modern 
Accounts of the Will and Passions (F: 3) 

This course will examine the views of Aristotle, 
Thomas Aquinas, Rene Descartes (and some 
other modern thinkers) on the affective part of the 
human psyche, the will and the passions. We will 
be concerned with the relationship between the 
affective and intellectual capacities of the human 
person, as well as differences and developments 
in the notion of freedom of the will and the emo- 
tional composition of the person through these 
periods and thinkers. Changes in the Ancient, 
Medieval, and Modern list of the passions or 
emotions and in the relative importance of the 
different passions will also be considered. We will 
also discuss whether and to what degree pre-mod- 
ern accounts of the will and passions are subject 
to the same criticisms now being made of Classi- 
cal Modern accounts of the will, the passions and 
the unified subject. Eileen C. Sweeney 

PL 607 Seminar: Socratic Dialectic (S: 3) 

Method: Socratic dialectic and Aristotelian ordi- 
nary-language logic. Classes: informalization of 
medieval scholastic disputation. Issues: faith and 
reason; existence, nature and knowability of God; 
problem of evil; predestination and free will; soul 
and immortality; heaven and hell; miracles and 
resurrection; identity of Jesus; Bible as myth vs. 
Bible as history; relation between religion and 
morality; religious experience; comparative reli- 
gions Eastern and Western. Genre: philosophi- 
cal apologetics. Peter J. Kreeft 

PL 608 Humanism and Anti-Humanism 

This course will examine contemporary notions 
of humanism (e.g., Sartre, Heidegger) and the 
critique that has been made of humanism by such 
thinkers as Althusser, Foucault, Derrida and 
Lacan. Not offered 1992-93 

William J. Richardson, S.J. 

PL 614 Husserl and Hume 

Descartes and Hume exerted the greatest influ- 
ence on Husserl's development of phenomenol- 
ogy. This course, after beginning with a brief 
exposition of Husserl's version of the phenom- 
enological method, will examine Hume's positive 
impact on Husserl's thought, especially in its later 
stages. It is anticipated that Hume's contribution 
to Husserl's turn to radical subjectivism will be 
documented. Not offered 1992-93 

Richard T. Murphy 

PL 615 British Empiricism (S: 3) 

This course introduces British empiricism 
through the epistemological theories of Locke, 
Berkeley, and Hume. Within this historical con- 



80 • Graduate Arts and Sciences • Philosophy 



text, the representationalist theory of perception 
developed by Locke and criticized by Berkeley 
and Hume will be presented. The contemporary 
discussions concerning the correct interpretation 
of these thinkers will be examined. 

Richard T. Murphy 

PL 618 The Process of Becoming 

Scientific developments such as the theories of 
evolution, relativity, and quantum mechanics have 
forever changed the ways we view reality. This 
course traces the attempts of twentieth-century 
philosophers and theologians such as Bergson, 
Whitehead, Teilhard, and Hartshorne to forge 
new conceptions of reality adequate to these in- 
tellectual breakthroughs. Not offered 1992-93 

Patrick H. Byrne 

PL 620 The Eclipse of the Good: New 
Orientations in Contemporary Ethics 

This course is directed to upper-division under- 
graduate as well as graduate students. It will ex- 
amine major theories in contemporary ethics 
from the perspective that these theories have been 
provoked by novel experiences of evil. Among the 
authors to be considered are Alasdair Maclntyre, 
Michel Foucault, Sigmund Freud, Martha 
Nussbaum, Robert Lifton and Piaget. Other re- 
sources utilized by the course will include contem- 
porary literature and film. Not offered 1992-93 
James W. Bernauer, S.J. 

PL 625 (TH 478) The Problem of Self-Knowledge 
(F:3) 

"The unexamined life is not worth living." 
Socrates' proclamation forms the basic assump- 
tion of this course. However, important develop- 
ments in Western culture have made the approach 
to self-knowledge both more difficult and more 
essential. Students will be invited to discover in 
themselves dimensions of their subjectivity which 
lead to resolution of fundamental issues. The 
work of Bernard Lonergan will serve as a guide. 

Joseph F. Flanagan, S.J. 

PL 626 Hannah Arendt: Learning to Love the 
World 

An examination of Arendt's philosophical 
achievement: her treatment of the active life of 
labor, work, action, and the mind's life of think- 
ing, willing, judging. The specific theme for the 
course will be this contemporary thinker's effort 
to renew a love for the world and an appreciation 
of the worldly traits of those who call it home. In 
addition to reading her major texts, there will be 
consideration of the political and philosophical 
contexts within which she formulated her 
thought. Not offered 1992-93 

James W. Bernauer, S.J. 

PL 629 Introduction to Hermeneutics (F: 3) 

An examination of the contemporary problem of 
hermeneutics in light of its historical antecendents 
for entry-level M.A. students and advanced un- 
dergraduates. William J. Richardson 

PL 632 The Later Heidegger 

This course will consider major themes in 
1 leidegger's development after the so-called 
"turning" in his way (circa 1930). These will be- 
come manifest in certain selected representative 
texts. 

Required: a serious knowledge of Being and 
Time, such as gained from "The Heidegger 
Project" or its equivalent. Not offered 1992-93 



PL 633 Metaphysics: Selected Texts (F: 3) 

A diligent examination of selected classical meta- 
physical texts, chosen for intrinsic importance and 
for historical influence. Texts to be studied will 
vary from year to year. Proficiency in Greek will 
be an asset. Arthur R. Madigan, S.J. 

PL 634 The Philosophy of Jurgen Habermas 

A seminar on the more recent (1981 and later) 
writings of Jurgen Habermas. We will consider 
the following topics: the theory of communica- 
tive action; the theory of modernity; theories of 
law and politics; aesthetics. Not offered 1992-93 

David M. Rasmussen 

PL 637 Hegel's Philosophy of Law (F: 3) 

This seminar will consider Hegel's philosophy of 
law from both historical and contemporary per- 
spectives. The seminar will concentrate on a read- 
ing of The Philosophy of Right. Special emphasis will 
be given to Hegel's contribution to the current 
discussion of the relationship between law and 
philosophy. Topics of interest will include: the 
link between law and morality, law and political 
philosophy, law and the problem of interpreta- 
tion, contextualization and neo-Aristotelian as- 
sumptions about the nature of law versus univer- 
salist (Kantian and neo-Kantian) perspectives on 
law and the Hegelian and current discussion of 
Civil Society. David M. Rasmussen 

PL 638 Plato: Selected Dialogues 

A study of (at most) a half-dozen Platonic dia- 
logues, chosen to suit the philosophical interests 
of instructor and students. For students with some 
background in Plato. Not offered 1992-93 

Arthur R. Madigan, S.J. 

PL 641 Ethics and Psychoanalysis 

An examination of the ethical problem as posed 
by psychoanalysis. Not offered 1992-93 

William J. Richardson, S.J. 

PL 643 Great Contemporaries 

A study of one or more authors who have made 
or are making a significant contribution to phi- 
losophy in the twentieth century. Authors to be 
studied will vary from year to year. The focus will 
be on authors such as Alasdair Maclntyre, Martha 
Nussbaum, Charles Taylor who assimilate the 
Western philosophical tradition in a creative way; 
present a substantive and well-argued philosophi- 
cal position (a "live option"); and refine the style 
and enrich the language of philosophy itself ("pu- 
rify the dialect of the tribe"). Not offered 1992-93 
Arthur R. Madigan, S.J. 

PL 680 The Phenomenology of Edmund Husserl 

A study of the major themes of Husserl's early 
works: intentionality, time-consciousness, the 
interplay of experience and language, seeing as 
interpretation. Emphasis will be placed upon the 
ontological implications of phenomenology. 
Not offered 1992-93 Richard Cobb-Stevens 

PL 681-682 Symbols (Perspectives II) & Science 
(Perspectives IV) 

This is a 2-semester, 1 2-credit course. The sylla- 
bus is taken from Perspectives II (Modernism & 
the Arts) and Perspectives IV (New Scientific 
Visions). We will explore the ways in which ar- 
tistic and scientific understanding compliment 
and enhance one another. Not offered 1992-93 

Joseph F. Flanagan, S.J. 



PL 691 Kant's Critique of Judgment (S: 3) 

This seminar will focus on a reading of Kant's 
famous "Third Critique." We will also consider 
contemporary readings of The Critique of Judge- 
ment. We will also be interested in both the im- 
pact of this work on contemporary "aesthetic 
theory" and its contribution to recent debates on 
ethics, politics and contemporary democratic 
theory. David M. Rasmussen 

PL 701 Wittgenstein 

This course will present Wittgenstein against the 
historical background of the rise of Analytic phi- 
losophy and emphasize how Wittgenstein has so 
radicalized philosophical methodology that for so 
many linguistic analysis appears to be the only 
viable philosophical method. At the same time, 
the affinity of Wittgenstein's outlook to Husserl's 
phenomenology will be treated. 
Not offered 1 992-93 Richard T. Murphy 

PL 705 Logic, Language and Interpretation in 
Medieval Philosophy 

This course will focus on Medieval reflection on 
the nature of language and its relationship to re- 
ality, issues which arise within discussions of such 
diverse topics as formal logic, the status of uni- 
versal, and language as the instrument for ex- 
pressing the nature of God, and interpreting 
scripture. We will trace these issues through 
works by Augustine, Boethius, Anselm, Abelard, 
Alan of Lille, Thomas Aquinas, Bonaventure, 
Scotus and Ockham. A major goal will be to place 
these very different topics in conversation with 
one another, in order to ask how these different 
projects motivate and affect one another; in other 
words, to ask, for example, what Anselm's or 
Augustine's abstract, theoretical works on lan- 
guage have to do with their attempts to name God 
or develop a theory of textual interpretation. 
These are questions which will bring out the ways 
in which peculiarly Medieval concerns with lan- 
guage make unique and sophisticated contribu- 
tions to philosophy of language and interpreta- 
tion. Not offered 1992-93 Eileen C. Sweeney 

PL 710 Science and Analysis in Aristotle 

Aristotle's Posterior Analytics set the standards for 
science in the West for almost 2000 years. Fig- 
ures as diverse as Aquinas and Avicenna, 
Descartes, Galileo and Newton all subscribed to 
fundamental Aristotelian tenants even as they 
thought of themselves as radically reforming 
them. 

Recent scholarship, however, has called into 
question the traditional understanding of what 
Aristotle actually meant by "science." This course 
will take up those questions in a close, critical 
examination of Aristotle's Prior Analytics and Pos- 
terior Analytics in relation to specifically scientific 
works. Not offered 1992-93 Patrick H. Byrne 

PL 71 1 Phenomenology (S: 3) 

An exploration of the modern crisis of the self in 
Husserl, Heidegger, Sartre, Levinas, and Ricoeur. 

Richard Kearney 

PL 712 Heidegger and Husserl (F: 3) 

A close study of Husserl's legacy in the method, 
the structure, and in several basic concerns of 
Heidegger's fundamental ontology. 

Jacques M. Taminiaux 



Graduate Arts and Sciences • Philosophy • 81 



PL 713 Aristotle's Physics and Metaphysics 

(S: 3) 

This class will have as its main goal a complete 
and careful reading of these two very difficult 
texts. Besides the main goal of making these texts 
accessible, we will also be concerned with exam- 
ining the relationship between them. Are 
Aristotle's physical and metaphysical conclusions 
consistent and complementary or do they stand 
in some sort of tension with one another? How 
does Aristotle understand the relationship and 
differences between physics and metaphysics as 
disciplines? Other of Aristotle's works on natural 
science and psychology will be considered as nec- 
essary to supplement our examination of these 
texts and questions. Eileen C. Sweeney 

PL 718 Psychoanalysis and Literature 

This course will be a doctoral-level seminar that 
will examine various psychoanalytic approaches to 
literature as these become manifest in efforts to 
interpret psychoanalytically Edgar Allen Poe's 
short detective story, "The Purloined Letter." 
The classic interpretation of this story by Marie 
Bonaparte has been followed by numerous con- 
temporary approaches such as those of J. Lacan, 
J. Derrida, S. Felman, N. Holland, J. Gallop, etc. 
These will be examined and discussed in turn. 

Since the contemporary debate has been 
stimulated by the reading of this text by J. Lacan 
that elicited a strong rejoinder byj. Derrida, the 
seminar will offer the opportunity to study and 
compare so-called "structuralist" and "post-struc- 
turalist" approaches to literary criticism. 
Not offered 1 992-93 William J. Richardson, S.J. 

PL 719 Aquinas on Law and Virtue (S: 3) 

Ethics has become once again a central concern 
for the understanding of human life. Before "Af- 
ter Virtue" there was Virtue. For "Legitimation 
Theory" there has to be Law. This course will 
study Aquinas' systematic approach to ethics in 
the framework of the Summa Theologiae. After a 
discussion of the structure of the Summa, it will 
focus on the concepts of Virtue and Law in Part 
II. 1 and on the Particular Virtues as elaborated 
in Part II. 2. Oliva Blancbette 

PL 721 Philosophy and Tragedy: Hegel to 
Nietzsche 

The general topic of the course is philosophy and 
literature. The course intends to be a close tex- 
tual analysis as well as a critical appraisal of two 
typical and opposite approaches to Greek tragedy; 
namely, a Hegelian one based on the principle 
that tragedy already anticipates metaphysics; and 
a Nietzschean one based on the principle that 
metaphysics is blind towards the naming of trag- 
edy. An attempt will be made to compare these 
two approaches with other ones — either Ancient 
(Plato, Aristotle); or modern (Holderling, 
Schopenhauer, Heidegger). Not offered 1992-93 

Jacques Taminiaux 

PL 728 Michel Foucault 

This course will study the works of Michel Fou- 
cault. We will examine his philosophical analysis 
of several modern forms of knowledge (psychol- 
ogy, medicine, penology, sexology) and the rela- 
tionship of these human sciences to models of 
rationality and modes of political action. Not of- 
fered 1992-93 James W. Bernauer, S.J. 



PL 731 Hume: A Phenomenological Perspective 
(S:3) 

The traditional interpretation that David Hume's 
system ended in empirical skepticism has recently 
been questioned. There has emerged another in- 
terpretation according to which Hume's philoso- 
phy really represents a subtle form of naturalism. 
In this ongoing discussion, the quite different 
interpretation given by Edmund Husserl, the 
founder of Phenomenology, has been ignored. 
This course will examine the main points of 
Hume's system of knowledge from Husserl's phe- 
nomenological perspective. That this phenom- 
enological interpretation offers a viable alterna- 
tive to both the skeptical and naturalist interpre- 
tations will be considered. Richard T. Murphy 

PL 732 Greek Philosophy and Hermeneutics 
(F:3) 

In this graduate seminar we will read Book 3 of 
Aristotle's Rhetoric, along with his Poetics, both of 
which deal with two related arts of making 
(poiesis) through speech. By reading these texts, 
we shall encounter some of the central 
hermeneutical problems discussed by Heidegger 
and Gadamer. This course presupposes some ac- 
quaintance with the first two books of Aristotle's 
Rhetoric and some interest in Greek tragedy and 
comedy. John J. Cleary 

PL 733 Ethics: Universalist vs. Communitarian 

An examination of the current debate between the 
universalist tradition in ethics as represented by 
Habermas, Apel, and Rawls vs. the commun- 
itarian tradition in ethics as represented by Wil- 
liams, Sandel, Walzer, Maelntyre, and others. 
Not offered 1992-93 David M. Rasmussen 

PL 748 Discovery of Social Philosophy in Young 
Hegel 

Hegel can be viewed as the father of modern so- 
cial philosophy in his early criticism of both em- 
piricism and formalism in the treatment of natu- 
ral law as exemplified in British contractarian 
theory and Kantian formalism. In this he can also 
be viewed as the first post-modern. This seminar 
will study how he came to his social philosophy, 
which finds its final expression in the Philosophy 
of Right , in the so-called Essay on Natural Law of 
1802, the System of Ethical Life of 1802-03, and the 
Phenomenology of Spirit of 1805-07. 
Not offered 1 992-93 Oliva Blanchette 

PL 749 Plotinus and Augustine (S: 3) 

The course will compare the thought of Plotinus 
and Augustine whose texts mark the transition 
from ancient to medieval philosophy, from pagan- 
ism to Christianity. We will read portions of 
Plotinus' Enneads, with particular emphasis on the 
themes of hierarchy, participation, embodiment, 
temporality, dialectic and narrative, beauty, and 
contemplation. We will then analyze passages in 
Augustine where Plotinian language figures 
prominently. Finally, we will consider Augustine's 
transformation in the Confessions o( the previously 
mentioned Plotinian motifs. Thomas S. Hibbs 

PL 751 Medieval Philosophy I: Augustine to 
Anselm 

A detailed examination of the classical positions 
taken on faith and reason, knowledge, God and 
man. Not offered 1992-93 Norman J. Wells 



PL 752 Medieval Philosophy II: Bonaventure to 
Ockham 

Continuation of the previous semester, PL 751. 
Not offered 1992-93 Norman J. Wells 

PL 754 Problems in Cartesian Studies (S: 3) 

A seminar course devoted to a detailed examina- 
tion of the objections to the Meditations and 
Descartes responses thereto. Norman J. Wells 

PL 761 Hegel's Phenomenology of Spirit (F: 3) 

A textual analysis, with special attention to 
method, structure, and the social dimensions of 
spirit. Oliva Blanchette 

PL 762 Soren Kierkegaard 

This course will deal primarily with the early 
pseudonymous writings of Soren Kierkegaard. 
The following topics will be emphasized: 1) the 
function of irony and indirect communication in 
the pseudonymous works, 2) the significance of 
the stages of existence, and 3) the nature of the 
relationship which Kierkegaard posits between 
language, self-understanding, and human au- 
tonomy. Not offered 1992-93 Vanessa P. Rumble 

PL 768-769 Insight (F: 3-S: 3) 

A two-semester course exploring the basic themes 
and method of Lonergan's Insight, through a close 
textual reading. Patrick H. Byrne 

PL 772 Heidegger: The Principle of Reason (F: 3) 

A close reading of Heidegger's recendy translated 
lecture course, "The Principle of Reason (1956)," 
comparing it with his earlier essay, "On the Es- 
sence of Ground (1929)", and other cognate texts. 
William J. Richardson, S.J. 

PL 774 Beyond Aristotle's Physics 

This seminar will consider the relationship be- 
tween Aristotle's Physics and his Metaphysics. One 
of the guiding questions will concern his views 
about the exact relationship between the projected 
science of First Philosophy and the special sci- 
ences, such as mathematics and physics. In the 
light of this and other related questions, we will 
conduct a close reading of some selected books 
from the Physics and the Metaphysics. 
Not offered 1 992-93 John J. Cleaiy 

PL 775 Between Presumption and Despair: 
Studies in Thomistic Psychology 

A study of basic themes in Aquinas' philosophi- 
cal psychology. Topics to be considered: the re- 
lationship between logic and psychology: sensa- 
tion and abstraction; the unity of soul and body; 
the soul's knowledge of itself; the immateriality 
of the soul. Texts will be taken from Aquinas' 
commentaries on Aristotle's Physics and DeAnima, 
and from the Summa Contra Gentiles. 
Not offered 1 992-93 Thomas S. Hibbs 

PL 777 Descartes and the Cartesian Tradition 

(F:3) 

A close analysis of the classical Cartesian positions 
on the self, God and the world as they are dis- 
cussed in the Meditations. Norman J. Wells 

PL 780 The Perfection of the Universe 
According to Aquinas 

A study of St. Thomas' dynamic concept of per- 
fection and of the way he applies it to the universe 
in his philosophy of nature and of man as well as 
in his theology. Not offered 1992-93 

Oliva Blanchette 



82 • Graduate Arts and Sciences • Physics 



PL 785 Critical Issues in Hegel's Phenomenology 

The following critical issues and problems will be 
re-examined: the place and position of the Phe- 
nomenology in the Hegelian system; M. 
Heidegger's brief interpretation of Hegel; the 
nature of the dialectical method; a survey of the 
first three sections of Phenomenology; the identity 
of the rational and the real; and the problem of 
transition from Phenomenology to Metaphysics. 
\ T ot offered 1992-93 Joseph L. Navickas 

PL 796 Seminar: Hegel's Logic 

A textual analysis of the first part of Hegel's Sys- 
tem, starting from the Logic of Being and mov- 
ing into the Logic of Essence, with special atten- 
tion given to the method of Hegel's thought. 

Open only to graduate students. Not offered 
1992-91 Oliva Blanchette 

PL 797 Seminar: Hegel's Logic II 

Textual analysis of the Logic of Concept as the 
culmination of Hegel's Logic leading into the 
Philosophy of Nature. Not offered 1992-93 

Oliva Blanchette 

PL 799 Readings and Research (F: 3-S: 3) 

By arrangement The Department 

PL 801 Thesis Seminar (F: 3-S: 3) 

By arrangement The Department 

PL 802 Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. By arrange- 
ment. The Department 

PL 806 Kant's Third Critique 

A close, textual examination of Kant's Third Cri- 
tique and its subsequent influence in the history 
of art criticism. Nor offered 1992-93 

Jacques M. Taminiaux 

PL 807 Kant's Transcendental Idealism 

Kant developed the notion of a transcendental 
subjectivity in which could be grounded the ob- 
jective validity of the sciences and experience it- 
self. He attempted to construct no less than an a 
priori metaphysics of experience. We shall follow 
Kant textually in this endeavor. 
Not offered 1 992-93 Richard T. Murphy 

PL 813 Peirce and James (F: 3) 

A critical comparison of their views beginning 
with their different versions of Pragmatism and 
going on to include their conceptions of freedom, 
determinism, meaning, and truth, belief skepti- 
cism and nominalism. John Smith 

PL 8 1 8 Heidegger on Art 

A textual and contextual analysis of Heidegger's 
essay on "The Origin of the Work of Art." 
Not offered 1992-93 Jacques M. Taminiaux 

PL 819 Kant and Hegel on Art (S: 3) 

Textual examination ofKant'sThird Critique and 
its influence on Hegel's Philosophy of Art. 

Jacques M. Taminiaux 



PL 820 Reason and Faith in Hegel, 
Kierkegaard, Blondel 

Starting from an examination of how infinity pre- 
sents itself in each of these authors, the seminar 
will study how each proceeds in philosophy of 
religion and in the question of the relation be- 
tween reason and faith. Not offered 1992-93 

Oliva Blanchette 

PL 824 Arendt and Heidegger 

A close study of The Human Condition and The Life 
of the Mind with emphasis on Arendt's critique on 
Heidegger. Not offered 1992-93 

Jacques M. Taminiaux 

PL 828 Deconstruction and Critical Theory: 
Habermas/Derrida 

This course will evaluate the similarities and dif- 
ferences between critical theory and decon- 
struction by comparing the work of Jurgen 
Habermas and Jacques Derrida. Emphasis will be 
placed on their respective orientations to modern 
philosophy. Nor offered 1992-93 

David M. Rasmussen 

PL 831 Heidegger and Aristotle 

Based upon unpublished lectures given in 
Marburg before Being and Time, this course aims 
at showing how a peculiar interpretation and ap- 
propriation of The Niconmchean Ethics provides the 
foundational structure of Heidegger's fundamen- 
tal ontology. Not offered 1992-93 

Jacques M. Taminiaux 

PL 834 Lonergan's Economics 

This course will concentrate on the study of 
Lonergan's economics manuscript on circulation 
analysis and situate the good of order as economic 
within the overall framework of the human good. 
Not offered 1992-93 Patrick H. Byrne 

Frederick G. Lawrence 



PL 835 Philosophy and Comparative Law 
Seminar: Foundations of Western Legal 
Thought 

The seminar examines the ways in which mod- 
ern civil law (Romano-Germanic) and common 
law (Anglo-American) systems were influenced at 
crucial stages of their development by different 
branches of the political and philosophical think- 
ing of the Enlightened period. A major goal is to 
explore the complex linkages between political 
philosophy and legal theory. Emphasis will be 
placed on the subtly different concepts of "law," 
"man," and "reason" that are going forward in the 
mainstream and countercurrents within each tra- 
dition. Not offered 1992-93 David M. Rasmussen 

Mary Ann Glendon 

PL 841 The Structure of Finite Being 

A detailed analysis of the famous controversy on 
essence and existence and the problem of their 
distinction. The role of Suarez as an historian and 
critic of the "real distinction" will be examined. 
Not offered 1 992-93 Norman J. Wells 

PL 855 Seminar: Heidegger I (F: 3) 

A close textual analysis of Being and Time, focus- 
ing on Heidegger's epochal insights on man, 
world, time and being. Thomas J. Owens 

PL 856 Seminar: Heidegger II (S: 3) 

This is a continuation of the fall semester course 
(PL 855) and open only to students who have 
participated in that course. Thomas J. Owens 

PL 900 Husserl's Logical Investigations 

A critical examination of the principal themes 
from Edmund Husserl's greatest work: his cri- 
tique of psychologism and of British empiricism, 
his theory of meaning and reference, his account 
of the relationship between judgment and truth, 
and his revitalization of Aristotle's theories of 
substance and essence. An effort will be made to 
relate Husserl to Frege, Wittgenstein, and the 
contemporary analytic tradition. 
Not offered 1992-93 Richard Cobb-Stevens 



H 



Y 



FACULTY 

Frederick E. White, Professor Emeritus; A.B., 
Boston University; B.S., Ph.D., Brown Univer- 
sity 

Solomon L. Schwebel, Associate Professor Emeri- 
tus; B.S., City College of New York; M.S., Ph.D., 
New York University 

Francis A. Liuima, S.J., Assistant Professor Emeri- 
tus; M.S., Boston College; Ph.D., St. Louis Uni- 
versity 

Robert L. Carovillano, Professor; A.B., Rutgers 
University; Ph.D., Indiana University 

Joseph H. Chen, Professor; B.S., Saint Procopius 
College; Ph.D., University of Notre Dame 

Baldassare Di Bartolo, Professor; Dott. Ing., 
University of Palermo; Ph.D., Massachusetts In- 
stitute of Technology 

GeorgeJ. Goldsmith, Professor; B.S., University 
of Vermont; M.S., Ph.D., Purdue University 



c 



Rein A. Uritam, Associate Professor, Chairperson of 
the Department; A.B., Concordia College; A.B., 
Oxford University; A.M., Ph.D., Princeton Uni- 
versity 

David A. Broido, Assistant Professor; B.S., Uni- 
versity of California, Santa Barbara; Ph.D., Uni- 
versity of California, San Diego 

Michael J. Graf, Assistant Professor; B.S., 
Rensselaer Polytechnic Institute; Sc.M., Ph.D., 
Brown University 

KrzysztofKempa, Assistant Professor; M.S., Tech- 
nical University of Wroclaw; Ph.D., University 
of Wroclaw 

Pradip M. Bakshi, Research Professor; B.S., Uni- 
versity of Bombay; A.M., Ph.D., Harvard Univer- 
sity 

Gabor Kalman, Research Professor; D.Sc, Israel 
Institute of Technology 



Graduate Arts and Sciences • Physics • 83 



PROGRAM DESCRIPTION 

The Department offers comprehensive programs 
of study and research leading to the degrees Mas- 
ter of Science (M.S.), Master of Science in Teach- 
ing (M.S.T.), and Doctor of Philosophy (Ph.D.). 
Courses emphasize the basic principles of phys- 
ics and prepare students to choose a major field 
of concentration according to their interests and 
abilities. Students intending to undertake experi- 
mental research are expected to develop, prima- 
rily on their own initiative, the special technical 
skills required of an experimentalist. Students in- 
tending to undertake theoretical research need 
not develop laboratory skills but are expected to 
demonstrate by outstanding achievements in 
course work their special aptitude for analysis. 

Master's Program 

Each candidate for a Master's degree must pass a 
qualifying examination (Master's Comprehensive) 
administered by the Department and meet speci- 
fied course and credit requirements. The quali- 
fying examination shall be prepared by a commit- 
tee of at least three faculty members appointed by 
the Chairperson and normally shall be adminis- 
tered each September. This committee shall 
evaluate the qualifying examinations in conjunc- 
tion with the graduate faculty. Normally no more 
than three (3) credits of PH 799 Readings and 
Research may be applied to any Master's program. 
The M.S. degree is available with or without a the- 
sis, and the M.S.T. requires a paper but no the- 
sis. 

M.S. With Thesis 

This program requires thirty (30) credits that 
normally consist of twenty-seven (27) credits of 
course work plus three (3) thesis credits (PH 801). 
Required courses include: PH 71 1, PH 72 1, PH 
732, PH 741 and PH 707-708. The qualifying 
examination is essentially based on the contents 
of the first four of these courses and is normally 
taken at the first opportunity following the 
completion of these courses. The M.S. thesis re- 
search is performed under the direction of a full- 
time member of the graduate faculty, professional 
or research staff. A submitted thesis shall have at 
least two faculty readers, including the director, 
assigned by the Chairperson. The thesis is ac- 
cepted after the successful completion of a pub- 
lic, oral examination conducted by the readers. 

M.S. Without Thesis 

This program requires thirty-six (36) credits of 
course work. The same course and qualifying ex- 
amination requirements for the M.S. with thesis 
apply here except that in addition the courses PH 
722, PH 733, and PH 742 are required. 

M.S.T. Degree 

This program requires at least fifteen (15) cred- 
its from graduate or upper divisional undergradu- 
ate courses in physics. These credits will normally 
include two of the courses: PH 71 1, PH 721, PH 
732,PH741.The.M.S.T. qualifying examination 
in physics will be based upon the student's actual 
course program. A research paper supervised by 
a full-time member of the graduate faculty is re- 
quired. The student must also satisfy require- 
ments of the Department of Education, whose 
listings should be consulted for information. 



Doctor's Program 

A student normally enters the doctoral program 
upon faculty recommendation after passing the 
M.S. qualifying examination. Students entering 
Boston College with previous graduate experience 
may be exempted from the qualifying examina- 
tion by recommendation of the Graduate Affairs 
Committee with approval by the Chairperson. 
Unless a waiver is granted, a student wishing to 
enter the doctoral program must pass the quali- 
fying examination. 

Upon entering the doctoral program, each 
student shall select a field of specialization and es- 
tablish a working relationship with a member of 
the faculty. With the approval of a faculty mem- 
ber, who normally shall be the principal advisor, 
the student shall inform the Chairperson of this 
major field selection and the Chairperson shall 
appoint, with the approval of the Department, a 
faculty Doctoral Committee consisting of at least 
two full-time faculty members to advise and di- 
rect the student through the remainder of his or 
her graduate studies. 

Requirements 

Required courses for the doctorate are: PH 722, 
PH 733, PH 742; and four additional courses in 
distinct areas chosen from the graduate electives 
of the Department, or from other graduate de- 
partments with the approval of the Chairperson. 
PH 761 and PH 771 are very strongly recom- 
mended as two of these four courses. 

Some teaching or equivalent educational ex- 
perience is required. This requirement may be 
satisfied by at least one year of service as a teach- 
ing assistant or by suitable teaching duties. Ar- 
rangements are made with each student for a 
teaching program best suited to his or her over- 
all program of studies. 

Comprehensive Examination 

Within two years of entering the doctoral pro- 
gram, each student must take the Comprehensive 
Examination, normally offered each September. 
This examination, in principle, covers all of phys- 
ics that a doctoral student can be expected to know 
at the end of two years of formal course work in 
the doctoral curriculum; however, it will stress 
classical mechanics, electromagnetism, quantum 
mechanics, and statistical physics. The examina- 
tion has both a written and an oral part. The ex- 
amination is prepared and administered by a fac- 
ulty committee, appointed by the Chairperson, 
and is evaluated by this committee, with approval 
of the entire graduate faculty of the Department. 

Research Area Examination 

Within three months of passing the Comprehen- 
sive Examination, a student must take the Re- 
search Area Examination. This examination is 
prepared and administered by the student's Doc- 
toral Committee, and covers topics agreed to by 
the student and his Doctoral Committee as ap- 
propriate to prepare the student for research work 
in his area of interest. The examination is evalu- 
ated by the Doctoral Committee, with approval 
of the entire graduate faculty of the Department. 
A student may attempt the examination twice 
under the direction of the same Doctoral Com- 
mittee. 

A student who has passed the Comprehensive 
Examination and the Research Area Examination, 



in addition to the course requirements, becomes 
a doctoral candidate. 

Thesis 

In consultation with the Doctoral Committee 
each student must submit the completed Outline 
of Thesis form to the Chairperson. An open meet- 
ing shall be scheduled at which the student shall 
discuss the thesis proposal. The Doctoral Com- 
mittee, with the approval of the Chairperson, shall 
decide upon accepting the proposal. 

The Chairperson shall recommend to the 
Dean the appointment of a Doctoral Thesis Com- 
mittee consisting of at least three Department 
members (including the student's Doctoral Com- 
mittee) and an external examiner, where feasible, 
to read and evaluate the completed thesis and to 
conduct an open meeting at which the thesis is 
defended in an oral examination. The. thesis is 
accepted when endorsed on the official title page 
by the Doctoral Thesis Committee after the oral 
examination. 

GENERAL INFORMATION 

Waivers of Departmental requirements, if not in 
violation of graduate school requirements, may be 
granted by recommendation of the Graduate Af- 
fairs Committee with approval of the Chairper- 
son. 

A variety of theoretical studies are conducted 
within the Department in areas such as space 
physics, plasma physics, and astrophysics, atmo- 
spheric physics; elementary particles, and current 
algebras; solid state and mathematical physics. 

Experimental programs are mainly in solid 
state and space physics. Research in solid state 
physics includes: superconductivity, heavy fer- 
mion systems, low-temperature physics, strong 
magnetic fields, crystal field studies using spin 
resonance, spectroscopic and Mossbauer tech- 
niques; absorption and fluorescence spectroscopy 
of solids; energetic radiation effects on the dielec- 
tric and optical properties of ionic crystals; 
electroreflectance in semi-conductors; transport 
properties of alloys; optical and electrical prop- 
erties of plasmas in solids. Research is conducted 
in the field of gas kinetics by means of flash pho- 
tolysis techniques. Space research includes a va- 
riety of experimental projects and related data 
analysis efforts. These include auroral and airglow 
physics; space charge effects in satellite environ- 
ments; electric current and field configurations at 
high latitudes; and radar studies of the upper at- 
mosphere and ionosphere. 

Boston College is a participating institution 
for available government fellowships and grants. 
The Department also offers scholarship and 
teaching assistantship aid to qualified students. 
Student research assistantships are often available 
to advanced students in space physics, atmo- 
spheric physics, and solid state physics during the 
summer as well as the academic year. 

A diagnostic examination is administered to all 
entering students to assist in preparing course 
schedules and detecting deficiencies that should 
be remedied. 

Foreign students are required and other ap- 
plicants are encouraged to take the GRE Aptitude 
Test and Advanced Test and to have the scores 
submitted as part of their application. 



84 • Graduatf Arts and Sciences • Physics 



COURSE OFFERINGS 

With approval, courses numbered in the 600s may 
be elected by graduate students for credit. 

Graduate Courses 

PH 700 Physics Colloquium (F, S: no credit) 

A weekly discussion of current topics in physics. 
No academic credit; no fee. 

PH 707-708 Physics Graduate Seminar I, II 

Discussion of special problems and topics from 
the current literature. Offered 1993-94 

PH 71 1 Classical Mechanics (F: 4) 

Lagrange's and Hamilton's equations; principle 
of Least Action; invariance principles; rigid body 
motion; canonical transformations; Hamilton- 
Jacobi theory; special theory of relativity; small os- 
cillations; continuous media. Pradip M. Bakshi 

PH 721 Statistical Physics I (S: 3) 

The classical laws and concepts of thermodynam- 
ics with selected applications; kinetic and statis- 
tical basis of thermodynamics; H-Theorem; the 
Boltzmann transport equation; transport phe- 
nomena. Gabor Kalman 

PH 722 Statistical Physics II (F: 3) 

Fundamental principles of classical and quantum 
statistics; kinetic theory; statistical basis of ther- 
modynamics; selected applications. 

Gabor Kalman 

PH 732 Electromagnetic Theory I (F: 4) 

Physical bases for Maxwell's equations; electro- 
statics and magnetostatics; multipole moments; 
energy and momentum conservation for the elec- 
tromagnetic field; wave phenomena; point charge 
motion in external fields. Robert L. Carovillano 

PH 733 Electromagnetic Theory II (S: 4) 

Radiation theory; gauge choices and transforma- 
tions; Lienard-Wiechert potentials; dispersion 
and scattering theory; special theory of relativity; 
covariant electrodynamics; spin and angular mo- 
mentum of the electromagnetic field; selected 
applications. Robert L. Carovillano 

PH 735-736 Techniques of Experimental 
Physics I, II (F: 3-S: 3) 

A laboratory course in contemporary techniques 
of experimental physics and materials science. Ex- 
perimental studies will be conducted in the opti- 
cal, transport, and electrical properties of semi- 
conductors, fluors, insulators and metals. Coher- 
ent and incoherent light sources; photoemissive, 
photoconductive, and photovoltaic transducers; 
analog-to-digital and digital-to-analog convert- 
ers; microcomputer interfaces; electrometers; 
lock-in detectors; spectrometers; cryostats; and 
laboratory magnets represent the kinds of appa- 
ratus which will be involved. The course will meet 
for six hours per week of laboratory work, and one 
hour of lecture. George Goldsmith 

PH 741 Quantum Mechanics I (F: 4) 

Fundamental concepts; bound states and scatter- 
ing theory; the Coulomb field; perturbation 
theory; angular momentum and spin; symmetry 
and the Pauli principle. Pradip M. Bakshi 

PH 742 Quantum Mechanics II (S: 4) 

Interaction of radiation with matter; selection 
rules; second quantization; Dirac theory of the 
electron; scattering theory. Pradip M. Bakshi 



PH 761 Solid State Physics I (F: 3) 

Crystal structure and bonding, diffraction and the 
reciprocal lattice, thermal properties and lattice 
vibrations, the free-electron model, energy bands 
in solids, semiconductor theory and devices. 

Krzysztof Kempa 

PH 771 Plasma and Space Physics (F: 3) 

This course examines comprehensively the 
plasma state of matter, with emphasis on space 
and astrophysical conditions. Topics include ba- 
sic plasma concepts (Debye length, plasma oscil- 
lations, etc.), kinetic theory as it applies to the 
plasma state (plasma kinetics), and magnetofluid 
dynamics. Selected applications from magneto- 
spheric, astro-, space, or ionospheric physics are 
chosen to illustrate the four main topics of the 
course: plasma transport phenomena, thermal and 
radiative processes in plasmas, plasma waves and 
instabilities, and electromagnetic waves in plas- 
mas. Gabor Kalman 

PH 799 Readings and Research in Physics 
(F, S: credits by arrangement) 

By arrangement The Department 

PH 801 Physics Thesis Research (F: 3-S: 3) 

A research problem of an original and investiga- 
tive nature. By arrangement The Department 

PH 802 Physics Thesis Direction (F: 0-S: 0) 

A non-credit course for those who have received 
six credits for Thesis Research but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 
By arrangement The Department 

PH 835 Mathematical Physics 

Matrix algebra, linear vector spaces, orthogonal 
functions and expansions, boundary value prob- 
lems, introduction to Green's functions. 
Not offered 1 992-93 Pradip M. Bakshi 

PH 847 Solid State Physics II (S: 3) 

Dielectric and optical properties of solids, ferro- 
electrics, magnetic properties, superconductivity, 
topics in metallurgy and defects in solids. 

Michael Graf 

PH 901 Seminar: Space Physics (S: 3) 

A selection of current research topics in space 
physics, such as: the solar wind, force free mag- 
netic fields, wave-particle interaction, convection 
processes, reconnection. Robert L. Carovillano 

PH 902 Seminar: Solid State Physics 

A study of advanced topics in the theory of solid 
state. Offered 1993-94 

PH 905 Seminar: Spectroscopy (S: 3) 

Study of the fundamental principles of various 
spectroscopic techniques (NMR, EPR, absorp- 
tion, luminescence, photoacoustics). 

Baldassare Di Bartolo 

PH 906 Seminar: Atomic and Molecular Physics 

Studies of atomic and molecular structures, mo- 
lecular photophysics and flash photolysis. 
Not offered 1992-93 

PH 907 Seminar: Plasma Physics 

Plasma kinetic theory. Plasma response functions. 
Wave-particle interactions. Nonlinear effects. 
Turbulence. Radiation processes. 
Not offered 1992-93 



PH 908 Seminar: Dense Plasmas 

Statistical mechanics of dense plasmas. Equation 
of state. Response functions and transport coef- 
ficients. Bound states and ionization equilibria. 
Metallic plasmas. Not offered 1992-93 

PH 910 Seminar: Topics in Physics 

A seminar course on topics in theoretical or ex- 
perimental physics given in accordance with cur- 
rent research interests or needs of the students and 
faculty of the department. Not offered 1992-93 

PH 914 Seminar: Topics in Space Physics 

A seminar course on advanced topics in space 
physics. Not offered 1992-93 

PH 916 Seminar: Semiconductor Physics 

Basic properties of intrinsic non-degenerate and 
degenerate semiconductors, effects of impurity 
levels, excess carrier behavior, radiative and radia- 
tionless recombinations, trapping of free carriers, 
junctions and devices. Not offered 1992-93 

PH 923 Seminar: Low Temperature Physics 

Various physical phenomena which are associated 
with low temperatures, such as superfluidity, 
quantum solids, and superconductivity, will be 
discussed, along with measurement techniques 
and the production of low temperatures. 
Not offered 1992-93 

PH 934 Electromagnetic Theory III (F: 3) 

A continuation and extension of classical electro- 
magnetism to the quantum theory of light. Top- 
ics include Planck's theory of radiation, Einstein's 
A and B coefficients, Kramers-Kronig relations, 
statistical and coherence properties of light; quan- 
tization of the radiation field, the optics of pho- 
tons, theory of the laser. Baldassare Di Baitolo 

PH 950 Group Theory 

Basic concepts; point symmetry groups; selected 
applications in quantum and elementary particle 
theory. Not offered 1992-93 

PH 970 Quantum Mechanics III 

Formal theory of scattering of Dirac particles; 
quantum electrodynamics; S-matrix theory, gen- 
eralized symmetry principles and conservation 
laws. Offered 1993-94 

PH 975 Many Body Physics 

An introduction to the methods and basic physi- 
cal processes in many body physics. Emphasis is 
on the comparison of various physical systems and 
on modern approximation methods. Noninter- 
acting and interacting Fermi and Bose systems; 
electron gas, nuclear matter, etc.; superconduct- 
ing Fermi systems; response functions; many body 
Green function methods. Not offered 1992-93 

PH 980 Elementary Particle Physics 

Properties and systematics of elementary par- 
ticles; scattering, decays, resonances. Symmetry 
principles, classification schemes; theory of 
strong, weak and electromagnetic interactions, 
field theory and recent developments. 
Not offered 1992-93 



Graduate Arts and Sciences • Political Science • 85 



PH 992 Advanced Topics in Mathematical 
Physics 

Emphasis will be on systematic development of 
mathematical techniques, with wide-ranging ap- 
plications to important physical problems serving 
to illustrate the underlying essential common fea- 
tures. Particular topics to be covered will depend 
on the interests of the audience. 
Not offered 1992-93 



PH 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to the use of the University facili- 
ties (library, etc.) and to the privilege of auditing 
informally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. Doctoral candidates 
must enroll each semester. 



Political Science 



FACULTY 

Peter S. H. Tang, Professor Emeritus; A.B., Na- 
tional Chengchih University; A.M., Ph.D., Co- 
lumbia University 

Christopher J. Bruell, Professor; A.B., Cornell 
University; A.M., Ph.D., University of Chicago 

Robert K. Faulkner, Professor; A.B., Dartmouth 
College; A.B., Oxford University; A.M., Ph.D., 
University of Chicago 

Donald L. Hafher, Professor; A.B., Kalamazoo 
College; Ph.D., University of Chicago 

Marc K. Landy, Professor; A.B., Oberlin College; 
Ph.D., Harvard University 

David Lowenthal, Professor; A.B., Brooklyn Col- 
lege; B.S., New York University; A.M., Ph.D., 
New School for Social Research 

Marvin C. Rintala, Professor; A.B., University of 
Chicago; A.M., Ph.D., Fletcher School of Law 
and Diplomacy 

Kay L. Schlozman, Professor; A.B., Wellesley 
College; A.M., Ph.D., University of Chicago 

William Schneider, O'Neill Professor B.A., 
Brandeis College; Ph.D., Harvard University 

Robert Scigliano, Professor; A.B., A.M., Univer- 
sity of California at Los Angeles; Ph.D., Univer- 
sity of Chicago 

Donald S. Carlisle, Associate Professor; A. B . , Brown 
University; Ph.D., Harvard University 

David A. Deese, Associate Professor; B.A., 
Dartmouth College; M.A., M.A.L.D., Ph.D., 
Fletcher School of Law and Diplomacy 

Dennis Hale, Associate Professor, Chairperson of the 
Department; A.B., Oberlin College; Ph.D., City 
University 

David R. Manwaring, Associate Professor; A.B., 
A.M., University of Michigan; Ph.D., University 
of Wisconsin 

Susan M. Shell, Associate Professor; B.A., Cornell 
University; Ph.D., Harvard University 

John T. Tierney, Associate Professor; A.B., Johns 
Hopkins University; Ph.D., Harvard University 

KcnfiHay&o, Associate Professor; A..B., Dartmouth 
College; Ph.D., University of Michigan, Ann 
Arbor 



Duane Oldfield, Assistant Professor; B.A., Reed 
College; M.A., Ph.D., University of California 

Robert S. Ross, Assistant Professor; B.A., Tufts 
University; M.A., Ph.D., Columbia University 

PROGRAM DESCRIPTION 

The Department offers advanced study in Ameri- 
can politics, comparative politics, international 
relations, and political philosophy. It displays a 
distinctive blend of philosophical and practical 
concerns within a tradition of friendly debate and 
scholarly exchange. Seminars and courses are 
supplemented by individual readings and infor- 
mal gatherings. Both the Master's and Doctoral 
programs are flexible as to fields and courses, and 
they allow students to study in other departments 
and at other universities around Boston. 

Master of Arts Degree 

There are several variants in the Master's pro- 
gram, all requiring ten courses with at least one 
course taken in three of the Department's four 
fields. The passing of a comprehensive examina- 
tion completes the program. 

• Regular M.A. program: Two courses (three, 
with permission) may be taken outside the De- 
partment, and credit for two courses may be re- 
ceived for writing a thesis. If a student chooses to 
write a thesis, the written part of the comprehen- 
sive examination is waived. 

• Joint M.A. programs: Students take four 
courses in Classics, Economics, or Law. (Other 
programs may be added.) A member of the out- 
side department serves on the comprehensive 
examination committee. 

• Other programs: The Department cooperates 
in the interdisciplinary program in American 
Studies, which also includes the departments of 
Economics, English, History, and Sociology, and 
in a Master of Arts in Teaching (M.A.T.) program 
with the School of Education. 

The several Master's programs are designed 
for persons interested in teaching, pursuing the 
doctorate, and entering government or other 
public service. M.A. students take the same 
courses as doctoral students, and they may apply 
for transfer to the Ph.D. program during or at the 
end of their M.A. study. 



Doctor of Philosophy Degree 

The program entails sixteen courses (three or four 
a semester), about half of which, taken in a single 
field, constitute a major, and about half of which, 
distributed over three fields, constitute minors. 
Study done in another department may be 
counted toward the major or may be substituted 
for one of the minors. Where appropriate, spe- 
cial fields of a student's devising may be offered 
in place of regular fields. Reading proficiency in 
one foreign language must be demonstrated. 

Comprehensive examinations are taken at the 
end of the course program, after which students 
undertake their dissertations. 

Admissions 

Ph.D. applications must be completed by Febru- 
ary 15. 

M.A. applications are reviewed as they are 
completed. 

Financial Aid 

The Department has several renewable grants for 
entering doctoral students. They carry full tuition 
remission and a stipend which is partly a fellow- 
ship and partly a research or teaching assistant- 
ship. It also has a Thomas P. O'Neill Fellowship 
for an entering doctoral student interested in 
American Politics, which is either renewable or 
may be replaced by a regular grant. 

Occasionally, the Department is able to offer 
some tuition aid to Master's students. 

COURSE OFFERINGS 
Graduate Seminars 

PO 701 Party Systems and Electoral Politics (F: 3) 

This course will present an analysis of selected as- 
pects of the nature and functioning of American 
political parties and their contribution to democ- 
racy in America. Special attention will be given 
to parties as electoral institutions. Topics to be 
covered include, among others, party organiza- 
tion, third parties, critical election theory, elec- 
toral reform and parties in government. 

Kay L. Schlozman 

PO 702 Field Seminar (S: 3) 

This seminar is intended to provide graduate stu- 
dents with a general intellectual survey of the field 
of American government and politics. In terms of 
the topics it covers, it is not unlike an introduc- 
tory American government course, but its intel- 
lectual agenda is obviously different, focusing on 
the prominent scholarly debates, lines of inquiry, 
and perspectives. It is taught by all of the depart- 
ment's American government faculty, each of 
whom takes a two-week segment of the course for 
his or her specialty. Among the topics considered 
are: The Founding; The Judiciary; The Consti- 
tution and the Courts; Current Constitutional 
Issues; American Political Thought (20th Cen- 
tury); Federalism; Congress; The Bureaucracy; 
The Presidency: Public Policy; Changing Party 
Alignments; Organized Interests; Party Organi- 
zation and Elections; and Social Movements. 

John Tierney 

PO 861 The Nature of Order in International 
Politics (F: 3) 

This course first reviews the basic nature of war, 
the use of force, coercive diplomacy and power 
at the international level. It then focuses on the 



86 • Graduate Arts and Sciences • Political Science 



sources of order that underlie politics among na- 
tions: domestic norms and law; balancing and 
bandwagoning by states; the major powers as 
managers; and international law and institutions. 
The final unit asks how the end of the Cold War 
and new forces in international relations are likely 
to affect war, the use of force, and the nature of 
order in the 1990s. The seminar emphasizes clas- 
sic work in the field, primary materials, and indi- 
vidual research projects. David A. Deese 

PO 864 America in Vietnam (F: 3) 

This course surveys American involvement in 
Vietnam from 1945 through 1975, with empha- 
sis upon the war years and upon the "lessons" that 
Americans (Left, Right, Center; scholar, politi- 
cian, military officer) have drawn from the war. 

Donald L. Hafner 

PO 915 Francis Bacon and the Politics of 
Progress (F: 3) 

A study of Bacon's most obviously "civil and 
moral" works, especially the Essays and the New 
Atlantis. The seminar will propound and test a 
thesis: these are conspiratorial writings intended 
to bring about the economic, technological and 
humanitarian nation-states, blending masses with 
elites, that characterize much of modern politics. 

Robert K. Faulkner 

PO 931 Shakespeare's Politics (S: 3) 

This course explores Shakespeare's understand- 
ing of political life and its various forms as found 
in Othello, The Merchant of Vejiice, Coriolanus, Julius 
Ceasar, Henry V, and Richard HI or other plays. 

David Lowenthal 

PO 941 Natural Rights (F: 3) 

A study of the meaning and the basis of the idea 
of natural rights in Hobbes and Locke. 

David Loiventhal 

PO 955 Readings in Classical Political 
Philosophy (S: 3) 

We will read Plato's Statesmen (and Sophist). 

Christopher J. Bi'uell 

PO 957 Socratic Political Philosophy (F: 3) 

This course addresses Socrates' critique of rela- 
tivism: a study of the Theaetetus. 

Christopher J. Bruell 



PO 962 Kant (S: 3) 



Susan Shell 



The following graduate courses are offered by the 
Department on a recurring basis; consult the in- 
structor for information about each course. 

PO 706 The American Founding Robert Scigliano 
PO 709 American Judiciary Robert Scigliano 

PO 7 1 American Presidency Robert Scigliano 

PO 718 Private Power in American Public Fife 

Kay L. Schlozman 

PO 775 Topics in Soviet Politics Donald S. Carlisle 

PO 860 On War David A. Deese 

PO 907 .Vlachiavelli's Prince and Discourses 

Robert K. Faulkner 
PO 909 The Political Philosophy of Montesquieu 

David Lowenthal 

PO 910 Locke's Liberalism Robert K. Faulkner 

PO 91 1 Aristotle's Politics Christopher J. Bruell 

PO 920 Shakespeare and Machiavelli 

David Lowenthal 

PO 924 Montesquieu's Spirit oJImws 

David Lowenthal 



PO 925 Montesquieu's Persian Letters 

David Lowenthal 
PO 926 Machiavelli's Prince and Plays 

Robert K. Faulkner 
PO 935 Shakespeare's Politics II David Lowenthal 
PO 937 Rousseau's Emile Susan Shell 

PO 944 Rousseau Susan Shell 

PO 945 Heidegger Susan Shell 

PO 946 Hegel Susan Shell 

PO 948 Political Philosophy of Rousseau 

David Lowenthal 

PO 949 The Political Philosophy of Xenophon 

Christopher J. Bruell 

PO 953 Aristophanes and Socrates 

Christopher J. Bruell 

PO 954 Political Philosophy and History: 
Thucydides Christopher J. Bruell 

PO 956 Plato's Laws Christopher J. Bruell 

PO 958 Morals in Politics: Nicomachean Ethics 
and The Prince Robert K. Faulkner 

PO 959 Thucydides Christopher J. Bruell 

PO 961 Liberalism, Conservatism, and Marxism 

David Lowenthal 

PO 963 German Idealism Susan Shell 

Graduate-Undergraduate Seminars 

PO 362 Seminar: Political Economy and Public 
Policy (S: 3) 

This seminar examines the contribution of a se- 
lected group of contemporary economists to de- 
bates about the purposes of public policy and the 
appropriate means for achieving those purposes. 
Specific topics to be analyzed include: economic 
growth; regulation of business; planning; infla- 
tion; income redistribution and the public use of 
private incentives. Marc handy 

PO 376 Seminar: Current Constitutional Issues 

(F:3) 

An examination of major controversies regarding 
the constitutional roles of American courts. Ten- 
tative topics include judicial activism/creativeness 
vs. "original intent" interpretivism; jurisdiction, 
congestion and the problem of access; the 
Reagan/Burger "counterrevolution" in civil lib- 
erties; the rebirth as issues of state rights and eco- 
nomic liberty. David R. Manwaring 

PO 381 Seminar: Western Public Lands (F: 3) 

This seminar examines the intensifying political 
cultural conflict surrounding federal land man- 
agement policy in the Western states. The focus 
is on the various actors involved in these conflicts: 
environmental interest groups, local and regional 
economic interests, recreational user groups, fed- 
eral agencies (such as National Park Service and 
the U.S. Forest Service), various congressional 
committees, etc. The seminar analyzes political 
institutions, organizations and policies in the con- 
text of the changing political and cultural values 
of the American West. John Tiemey 

PO 461 Seminar: Power and Personality (S: 3) 

This seminar examines both the significance of 
personality in seeking, exercising, and losing 
power and the significance of seeking, exercising, 
and losing power for personality. Class discussion 
will focus first on certain analytical, including psy- 
choanalytical, hypotheses about the relationship 
between power and personality, then on applying 
and testing these hypotheses in psychobiographies 
of particular powerful persons such as Woodrow 



Wilson, Winston Churchill, and Adolf Hitler, and 
finally on student research projects. 

Marvin Rintala 

PO 553 Seminar: U.S.-Japan Relations (F: 3) 

How the current crisis in the U.S.-Japan relation- 
ship is handled is likely to affect people across the 
globe. This course analyzes the important fac- 
tors — historical, strategic, economic, and politi- 
cal — affecting the current relationship and then 
considers how the relationship can and should be 
handled in the future. Kenji Hayao 

PO 556 Seminar: International Peace and War 
in the 1990s (S: 3) 

This seminar surveys some of the classic work on 
the relationship between politics and war, high- 
lighting insights of continuing relevance in the 
twentieth century. The core units focus on the 
causes of conflict and paths to reducing the num- 
ber and intensity of international wars. Selected 
case studies include World War I, Vietnam, the 
Middle East in 1967 and 1973, Afghanistan, 
1980-1989; Iran-Iraq, 1981-1988; and the Iraq- 
U.S. /Coalition War of 1991. The conclusion 
addresses the creation of conditions and institu- 
tions for peace and conflict management in the 
1990s. David A. Deese 

PO 563 Seminar: Chinese Foreign Policy (S: 3) 

This course is a comprehensive analysis of the 
People's Republic of China's foreign policy since 
1949. It focuses on the historical, international, 
and domestic sources of Chinese policy toward 
the super powers and toward its Asian neighbors. 
The course also covers the instruments of Chi- 
nese foreign policy, including use of force and 
economic diplomacy. Robert S. Ross 

PO 658 Seminar: Machavelli's Prince and Plays 

(S: 3) Robert K. Faulkner 

PO 659 Seminar: Edmund Burke and Modern 
Conservatism (F: 3) David Lowenthal 

PO 666 Seminar: Politics, Art and Literature: 
The Russian Experience (S: 3) 

Central attention in this seminar is directed to the 
role of the intellectual, especially the writer and 
artist, in Russian and Soviet history. The inter- 
action of culture and politics will be examined. 
The unfolding of the Russian political mind will 
be traced through Muscovy, the Tsarist and So- 
viet periods. Major focus in the course will be on 
the emergence and transformation of the Russian 
intelligentsia as reflected in political thought, lit- 
erature and the arts. 

Some of the individuals who will be dealt with 
are: Rublov, Pushkin, Dostoevsky, Tolstoy, 
Gorky, Lenin, Trotsky, Zamiatin, Eisenstein, 
Pasternak, and Solzhenitsyn. Donald S. Carlisle 

The following graduate-undergraduate courses 
are offered by the Department on a recurring 
basis; consult the instructor for information about 
each course. 

PO 353 Seminar: Executive Politics and 
Policymaking John Tierney 

PO 364 Seminar: The New Deal and the 
Transformation of American Politics Marc Landy 

PO 366 Seminar: Problems in Congressional 
Policymaking John Tierney 

PO 368 Seminar: Legislative-Executive 
Policymaking John Tierney 



Graduate Arts and Sciences • Political Sen \u • 87 



PO 379 Seminar: Current Constitutional Issues II 

David R. Mamoaring 

PO 462 Seminar: Parties and Party Systems 

Mai~v in Rhitala 

PO 561 Seminar: Theory in International Politics 

David A. Deese 

PO 654 Seminar: The Political Philosophy of 
Hegel Susan Shell 

PO 656 Seminar: Plutarch's Lives David Lowentbal 

Undergraduate Courses Open to 
Graduate Students 

American Politics 

PO 303 The Modern Presidency (F: 3) 

An investigation of the development of the Presi- 
dency in the twentieth century. Special attention 
will be given to the manner in which the activist 
presidents from Franklin Roosevelt to Ronald 
Reagan have attempted to reconcile the role of 
domestic steward with that of world leader. Note: 
not open to students who have taken PO 317. 

Marc Landy 

PO 308 Public Administration (S: 3) 

This course will be devoted to the examination of 
the behavior of public administrative agencies at 
all levels of government, with a focus on the fed- 
eral bureaucracy. Among the topics covered are: 
theories of organization and administration; lead- 
ership; communication; budgeting; administrative 
law; personnel practices; public unionism. Among 
the major themes of this course are the following: 
Is there an American science of administration? 
What is the relationship between a country's ad- 
ministrative culture and its political culture? What 
is bureaucracy for, and where did it come from? 
Are the sins of bureaucracy inevitable, or can 
bureaucracy be reformed to make it easier to live 
with? Dennis Hale 

PO 309 Congressional Politics and Policymaking 

(F:3) 

The course examines the U.S. Congress from an 
institutional perspective. Major points of empha- 
sis include: the historical evolution of the Con- 
gress and its principal institutional changes; the 
political environment in which Members of Con- 
gress operate (focusing on congressional elections 
and on legislators' relations with their constitu- 
ents, with executive branch officials, and with rep- 
resentatives of organized interests). The course 
also examines the institutional structures and be- 
havioral patterns that shape the legislative process: 
the leadership and the parties; the organization 
and operation of congressional committees; floor 
procedures and norms; the growth and profes- 
sionalization of congressional staff; and the bud- 
getary process. Finally, the course examines dif- 
ferent perspectives on congressional policymak- 
ing. John Tierney 

PO 3 1 Politics and the Administration of 
Justice (S: 3) 

This course provides intensive treatment of legal, 
political and moral issues in the American system 
of criminal justice, with particular emphasis on the 
constitutional rights of criminal defendants and 
various factors (congestion, plea-bargaining, etc.) 
which affect the viability of those rights. 

David R. Man-waring 



PO 31 1 Urban Politics (S: 3) 

This is a general survey of the political institu- 
tions, decision-making processes, and public poli- 
cies of urban areas. Among the topics treated are: 
the economic and political development of the 
urban community; the nature of political cleav- 
age and conflict in urban areas; the institutions 
and decision-making processes of urban govern- 
ments; the public policies of the cities; and an 
assessment of political alternatives for the govern- 
ing of urban areas. Duane Oldfield 

PO 319 National Security Policy (F: 3) 

An analysis of basic security policy issues facing 
the United States in the post-Cold War world, 
with a focus on such contemporary issues as: the 
connection between military and economic secu- 
rity; the spread of sophisticated weaponry to more 
and more nations; the appropriate role of covert 
action and intelligence services; and the prospects 
of enhancing U.S. security through arms control 
and other cooperative international efforts. (Ful- 
fills departmental distributional requirement in 
either American or International Politics.) 

Donald L. Hafner 

PO 320 Social Movements and American 
Politics (S: 3) 

Social movements have played a critical role in 
American politics, bringing previously unheard 
constituencies and demands to the fore, upsetting 
pre-existing political arrangements, and reshap- 
ing the political landscape. This course will com- 
bine examination of particular social movements 
(including the Civil Rights movement, the Chris- 
tian Right, and the Gay and Lesbian Rights move- 
ment) with more general theoretical analysis. Key 
questions to be considered include: Why do so- 
cial movements arise? What factors account for 
their success (or failure)? How receptive is the 
American political system to movement influ- 
ence? Duane Oldfield 

PO 321 American Constitutional Law (F: 3) 

The evolution of the American Constitution 
through Supreme Court decisions is studied, with 
emphasis on the nature and limits of judicial 
power and the Court's special role as protector of 
individual rights. David R. Manwaring 

PO 323 Tocqueville on France and America (S: 3) 

Prerequisite: Ability to read and speak French. 

This course will be conducted in French. The 
course will mostly take up Tocqueville's writings 
on the French Revolution and French politics 
during the first half of the 19th century and on 
American democracy as he found it in his travels 
in the United States in the 1830s. Some current 
readings on French and American politics will 
bring Tocqueville's accounts down to date. 

Robert Scigliano 

PO 329 American Political Ideas and Institutions 

(S:3) 

The course has two themes: basic ideas underly- 
ing American political institutions, and defenses 
and critiques of those institutions. The first theme 
is examined in some of the writings of Jefferson 
and Lincoln, and the second theme is examined, 
more extensively, in The Federalist and works by 
Walter Bagehot, Woodrow Wilson, Charles 
Beard, and a contemporary author. 

Robert Scigliano 



PO 330 The Politics of Health Care Policy (S: 3) 

This course examines how and why health policy 
issues become political issues and how federal 
health care policy has developed programmati- 
cally over the past thirty-five years, focusing on: 
biomedical research, Medicare and Medicaid, 
health maintenance organizations, health plan- 
ning and regulation, and hospital cost contain- 
ment. In our examination of each program area, 
we shall concern ourselves principally with the 
politics of congressional action, but shall also ex- 
amine the role of interest groups, presidents, and 
executive agencies in shaping these policies. 

John Tierney 

PO 339 (EC 359) Economics and Politics of the 
Environment (S: 3) 

This course examines environmental issues from 
the perspective of both economics and political 
science. A wide variety of specific environmental 
issues will be addressed including hazardous 
waste, air and water pollution control, global cli- 
mate change, wilderness preservation and land 
use. For each issue we will analyze both the po- 
litical and the economic factors that affect envi- 
ronmental policy formation and implementation. 

Marc Landy 
Stephen Polasky 

PO 344 American Legal System (S: 3) 

A comprehensive survey. Topics include: histori- 
cal origins and basic philosophy; American courts 
and legal procedure; lawyers and the legal profes- 
sion; modern comparisons (Britain and France); 
legal reasoning (common law precedent, statutory 
interpretation); some substantive manifestations 
(torts, contracts, property); and current weak- 
nesses and unsolved problems (congestion and 
delay, legal ethics, etc.). David R. Manwaring 

PO 349 (CO 290) Politics and the Media (F: 3) 

An analysis of the mass media's impact on the 
workings of the American Political System. Ex- 
plored will be such topics as the media's interac- 
tion with political institutions, its role in cam- 
paigning, its use by office holders and politicians, 
its effect upon recent events in the political arena, 
e.g., its treatment of terrorism, violence, riots, etc. 

Marie Natoli 

Comparative Politics 

PO 405 Politics in Western Europe (F: 3) 

A comparative analysis of political thought, ac- 
tion, and organization in Britain and France. 
Serves as an introduction to the study of compara- 
tive politics. Counts toward Core requirement. 

Marvin Rintala 

PO 406 Politics in Western Europe (S: 3) 

A comparative analysis of political thought, ac- 
tion, and organization in Germany, Sweden, and 
Switzerland. Serves as an introduction to the study 
of comparative politics. Marvin Rintala 

PO 409 Soviet Politics: From Lenin to Yelsin (F: 3) 

This course will analyze the various stages in the 
life-cycle of the Soviet political system, from its 
origins in 1917 through its collapse in 1991. 
Throughout, special emphasis in the investigation 
will be placed on top leadership politics, the com- 
munist elite's changing composition, and the 
population's ethnic make-up. The central "main- 
spring" role of the communist party in sustaining 



88 • Graduate Arts and Sciences • Political Science 



the system will be examined. Stalin and Stalinism 
is considered in relation to the problems of con- 
solidating and maintaining a one-party dictator- 
ship. 

The so-called "Dilemma of the Reforming 
Despot" is central to the analysis of the 
Khrushchev and Brezhnev Eras, and patterns of 
reform and reaction will be treated in this fash- 
ion. Gorbachev and Yelsin's roles in the demise 
of the USSR will be studied in detail; finally, the 
nationality problems that sealed the Soviet 
Union's fate will have a prominent place in our 
analysis system's disintegration during 1991. 

DonaldS. Carlisle 

PO 416 Introduction to Chinese Politics (S: 3) 

This course treats of the People's Republic of 
China after 1949. The focus is on political insti- 
tutions, the policy-making process, and state-so- 
ciety relations. The course also includes a brief 
introduction to Chinese foreign policy. Not open 
to those who have taken PO 410. Robert S. Ross 

PO 41 7 Government and Politics of Japan (S: 3) 

This course offers an overview of contemporary 
Japanese politics, designed for students with a 
general interest in Japan as well as political sci- 
ence concentrators. It begins with a brief histori- 
cal account, and proceeds to discussions of Japa- 
nese culture and society, electoral politics, deci- 
sion-making structures and processes, and pub- 
lic policy issues in both domestic and foreign af- 
fairs. Kenji Hayao 

PO 423 From Empires to Nations (S: 3) 

Analyses of the emergence, maintenance and de- 
cline of the major imperial systems. The bureau- 
cratic empires of antiquity, including the Chinese 
and Roman enterprises, will be treated. The mod- 
ern continental empires such as the Austro-Hun- 
garian and Russian will be dealt with. Also exam- 
ined will be the British and French overseas im- 
perial experiences. Finally, contemporary prob- 
lems, including Soviet and American issues and 
the emergent nation-states of the so-called Third 
World, will be discussed. Donald Carlisle 

PO 441 Politics and Society in Western Europe 

(F:3) 

Evaluation of the relative political significance of 
language, social class, generational and religious 
similarities and differences in Western Europe. 

Marvin Rintala 

PO 442 The Political Institutions of Western 
Europe (S: 3) 

A comparison of the functions and forms of suf- 
frage, electoral systems (single-member districts 
or proportional representation), parties and party 
systems, legislatures, executives, types of states 
(parliamentary or presidential, republican or 
monarchical) in Western Europe. The final insti- 
tution considered will be the state. 

Marvin Rintala 

International Politics 

PO 501 International Politics (F: 3) 

The nation-state system, its principles of opera- 
tion and the bases of national power and policy 
are examined. This course serves as an introduc- 
tion to the study of international politics. 

Donald L. Hafner 



PO 504 International Politics of Europe (S: 3) 

An analysis of the main currents of international 
relations among European nations in recent de- 
cades, focusing particularly on the rise of Europe 
as a major international actor and the problems 
of building a new European community follow- 
ing the demise of the Soviet Union. 

Donald L. Hafner 

PO 506 Soviet Foreign Policy (S: 3) 

In this course Soviet international behavior will 
be treated in terms of three sectors: 1) policy to- 
ward the West, 2) policy regarding non-Commu- 
nist underdeveloped countries; 3) policy toward 
other Communist states and non-ruling Commu- 
nist parties. Topics such as the Comintern, "So- 
cialism in One Country", the Soviet Bloc, the 
Cold War, Peaceful Coexistence, and Polycen- 
trism, as well as other contemporary international 
problems will be considered. Donald S. Carlisle 

PO 5 1 4 Great and Local Powers in East Asia (F: 3) 

Introduction to international relations of East 
Asia since World War II, with a focus on the di- 
plomacy of Japan, China, and other powers and 
the emergence and resolution of regional con- 
flicts, including the Korean and Vietnam wars. 

Robert S. Ross 

PO 516 American Foreign Policy (S: 3) 

This course will examine the distinctive ways in 
which the American public and policy-makers 
have understood and applied principles of inter- 
national politics during our nation's history. The 
domestic political as well as the intellectual foun- 
dations of American international behavior will be 
studied. Donald L. Hafner 

PO 520 (EC 396) (RL 300) The European 
Experience (Summer: 3) 

Summer Study Program in Louvain, Belgium. 

This interdisciplinary course is taught by Pro- 
fessors David Deese, Political Science, Jeffrey 
Howe, Fine Arts, Frank Murphy, History, Rob- 
ert Murphy, Economics, and a wide range of of- 
ficials from the European Community and pro- 
fessors from the University of Louvain. The the- 
matic focus is the European Community's single 
internal market planned for 1992. Students live 
and attend classes at the Irish Institute of Euro- 
pean Affairs in Louvain, which is a 20-minute 
train ride northeast of Brussels, Belgium. 

An introductory unit maps the historical and 
cultural roots of the European Community. The 
second unit reviews the economics of integration 
and the process of forging a single monetary sys- 
tem in the Community. A third section analyzes 
the political roots and motivations of the Com- 
munity, the institutions and legal process, and 
likely dimensions of future integration, including 
the common foreign policy and the entrance of 
new member states. The final unit surveys se- 
lected art and architecture of Belgium and Eu- 
rope, including guided tours of museums, 
churches, and other art and architectural treasures 
in the towns and cities of Belgium and its sur- 
roundings. Classes in various European languages 
are also offered and encouraged. David A. Deese 

PO 525 Introduction to International Political 
Economy (F: 3) 

Reviews the three contending classical approaches 
to the study of international political economy; 



liberalism, Marxism and mercantilism. Focuses on 
international trade, finance and the multinational 
corporation, and the underlying theory of inter- 
national regimes. Extends the examination to the 
specific issues involved in East- West and North- 
South relations. Demonstrates and integrates the 
key theory and trends from the course through 
applied analysis of the continuing oil crisis and 
evolution in world energy markets. 

David A. Deese 

PO 526 International and Comparative Political 
Economy II (S: 3) 

Offers students with prior coursework in interna- 
tional politics or political economy the opportu- 
nity to explore broad theoretical questions in in- 
ternational political economy. Applies emerging 
theory and modern history to the questions of 
America's international position in the late twen- 
tieth century. Explores possible patterns in the 
rise and decline of empires and preeminent na- 
tions; lessons from periods of British preponder- 
ance; extent of current U.S. decline and implica- 
tions for peaceful change and war in the interna- 
tional system. Not open to those who have taken 
PO 538. David A. Deese 

Political Theory 

PO 606 Foundations of Modern Political 
Philosophy (F: 3) 

An introductory consideration of a few seminal 
views. The course will glance at the post-modern- 
ist critique of modern life, by Foucault and 
Heidegger, and then reconsider the stages in the 
development of modern thought articulated by 
Nietzsche, Kant, and Machiavelli. 

Robert K. Faulkner 

PO 608 Introduction to Political Philosophy (S: 3) 

Can one know what is good and what is the best 
political order? A careful consideration of a few 
leading inquiries, especially in shorter writings of 
Plato, Machiavelli, and recent political thinkers. 

Robert K. Faulkner 

PO 619 Fundamentals of Classical Political 
Philosophy (F: 3) 

The course will provide a comparison of ancient 
and modern politics; readings from Plato's Laws, 
Montesquieu's Spirit of the Laws, and Mark 
Twain's A Connecticut Yankee in King Arthur's 
Court. With the collapse of communism, we need 
another reference point for understanding the 
essential features of our politics. This reference 
point is supplied by the ancient politics which our 
modern politics replaced. Christopher J. Bruell 

PO 627 Shakespeare's Political Wisdom I (F: 3) 

Four of Shakespeare's best-known plays studied 
to discover his understanding of political life. 

David Lowenthal 

PO 628 Shakespeare's Political Wisdom II (S: 3) 

Four other Shakespearian plays studied with care. 
This course can be taken independently of PO 
627. David Lowenthal 

PO 631 Ethics and Politics (S: 3) 

What's good and what good is it in politics? A 
consideration of the shape and possibility of a just 
political order and of whether it can adequately 
encompass what is good. Readings and discussion 
will touch contemporary proposals and discuss a 
very few major alternatives selected from novel- 



Graduate Arts and Sciences • Psychology 



89 



ists, playwrights, and philosophers such as 
Nathaniel Hawthorne, Edward Bellamy, Francis 
Bacon, Swift, Shakespeare, Aristotle, Plato, 
Locke, Nietzsche, and Mill. Robert K. Faulkner 

PO 641 Models of Political Phenomena (F: 3) 

This course provides an introduction to thinking 
analytically about human behavior by exposing 
students to various styles of constructing and test- 
ing models of political phenomena. It looks at a 
number of the intellectual tools that have been 
used to represent political and social processes. 
The emphasis is on improving students' skills in 
thinking about individual and collective behavior 
through the use of a few simple concepts and some 
imagination. Kenji Hayao 

PO 644 Individual and Community (F: 3) 

An introduction to various ways in which the re- 
lation between the individual and the larger po- 
litical order has been conceived. Readings to in- 
clude both classical and more recent works of 
philosophy and literature. Susan Shell 

PO 645 Kant's Political Thought (S: 3) 

A study of the political philosophy of Kant and 
its bearing on American political thought and 
practice. Part of the course will be devoted to 
various recent attempts to reconceive and/or re- 
vive American liberalism along Kantian lines. 

Susan Shell 

The following undergraduate courses open to 
graduate students are offered by the Department 
on a recurring basis; consult the instructor for 
information about each course. 
PO 302 American National Government 

Robert Srigliano 
PO 306 Parties and Elections in America 

Kay L. Schlozman 
PO 3 1 2 Women in Politics Kay L. Schlozman 

PO 316 Topics in American Politics: The 
President, Congress and the War Power 

Robert Scigliano 
PO 3 1 7 American Presidency Robei-t Scigliano 

PO 332 "The Great Rights": The First 
Amendment and American Democracy 

David R. Manwaring 
PO 334 Politics of Environment Marc Landy 

PO 336 Pressure Groups: Organized Interests in 
American Democracy Kay L. Schlozman 

PO 337 Judicial Process Robert Scigliano 

PO 340 Public Policy Marc Landy 

PO 341 20th-century American Political Thought 

Dennis Hale 
PO 343 Politics and Inequality Kay L. Schlozman 
PO 347 Administrative Politics and Policymaking 

John Tiemey 
PO 348 Representation/Citizenship Robert Scigliano 
PO 422 Crisis Politics: Violence, Revolution and 
War DonaldS. Carlisle 

PO 601 Introduction to History of Political 
Philosophy Susan Shell 

PO 604 Problems of Liberal Society 

David Lowenthal 
PO 607 Democracy: Kinds, Promise, Problems 

Robert K. Faulkner 
PO 609 American Political Thought 

Robert K. Faulkner 
PO 612 Political Philosophy of Plato 

Christopher J. Bruell 



PO 613 Marx Susan Shell 

PO 614 Rousseau Susan Shell 

PO 615 Socrates and Athens Christopher J. Bruell 

PO 616 Modern Political Theory Susan Shell 

PO 619 Fundamentals of Classical Political 
Philosophy Christopher J. Bruell 

PO 62 1 Topics in Classical Political Philosophy 

Christopher J. Bruell 

PO 623 Politics and Education David Lowenthal 
PO 624 Political Thought of Abraham Lincoln 

David Lowenthal 

PO 632 The Philosophy of American Democracy 

David Lowenthal 

PO 634 Contemporary Political Theory Susan Shell 
PO 636 Political Philosophy of Abraham Lincoln 

David Lowenthal 
PO 638 Political Idealism Susan Shell 

PO 639 DeTocqueville's Democracy in America 

David Lowenthal 

PO 643 Edmund Burke and Modern Conservatism 

David Lowenthal 

Special Graduate Courses 

PO 799 Reading and Research (F, S: 3) 

A directed study in primary sources and authori- 
tative secondary materials for a deeper knowledge 
of some problems previously studied or of some 
area in which the candidate is deficient. 
By arrangement The Department 



PO 801 Thesis Seminar (F, S: 3) 

By arrangement The Department 

PO 802 Thesis Direction (F, S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their thesis. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 
By arrangement The Department 



PO 888 Master's Interim Study 



The Department 



PO 998 Doctoral Comprehensive 

The Department 

PO 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to the use of University facilities 
(library, etc.) and to the privilege of auditing in- 
formally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. The Department 



P S Y C H O I 

FACULTY 

Marc A. Fried, Professor Emeritus; B.S., City 
College of New York; Ph.D., Harvard University 

Murray Horwitz, Professor Emeritus; B.S.S., City 
College ofNew York; Ph.D., University ofMichi- 
gan 

Ali Banuazizi, Professor; B.S., University of Michi- 
gan; A.M., The New School for Social Research; 
Ph.D., Yale University 

Randolph Fast on, Professor, Chairperson of the 
Department; B.S., University ofWashington; A.M., 
Ph.D., University of New Hampshire 

Marianne LaFrance, Professor; A.B., University 
of Windsor; A.M., Ph.D., Boston University 

G. Ramsay Liem, Professor; A.B., Haverford 
College; Ph.D., University of Rochester 

Michael Numan, Professor; B.S., Brooklyn Col- 
lege; Ph.D., University of Chicago 

William Ryan, Professor; A.B., Ph.D., Boston 

University 

Ellen Winner, Professor; A.B., Radcliffe College; 
Ph.D., Harvard University 

Daniel J. Baer, Associate Professor; A.B., LaSalle 
College; A.M., Ph.D., Fordham University 

Norman H. Berkowitz, Associate Professor; A.B., 
University of Massachusetts at Amherst; A.M., 
Ph.D., Boston University 

Hiram H. Brownell, Associate Professor; A.B., 
Stanford University; MA., Ph.D., Johns Hopkins 
University 



O G Y 



Donnah Canavan, Associate Professor; A.B., 
Emmanuel College; Ph.D., Columbia University 

Peter Gray, Associate Professor; A.B., Columbia 
University; Ph.D., Rockefeller University 

Michael Moore, Associate Professor; A.B., A.M., 
Ph.D., Harvard University 

Karen Schneider-Rosen, Associate Professor; B.A., 
Brandeis University; Ph.D., Harvard University 

M.Jeanne Sholl, Associate Professor; B.S., Bucknell 
University; M.S., Idaho State University; A.M., 
Ph.D., Johns Hopkins University 

Joseph J.Tecce, Associate Professor; A.B., Bowdoin 
College; M.A., Ph.D., Catholic University of 
America 

Gilda A. Morelli, Assistant Professor; B.SC, Uni- 
versity of Massachusetts, Boston; Ph.D., Univer- 
sity of Massachusetts, Amherst 

Nadim Rouhana, Assistant Professor; B.A., Uni- 
versity of Haifa; M.A., University of Western 
Australia; Ph.D., Wayne State University 

Kavitha Srinivas, Assistant Professor; B.A., Banga- 
lore University; M.S., Purdue University; Ph.D., 
Rice University 

PROGRAM DESCRIPTION 

The Ph.D. Program in Psychology at Boston 
College is designed to enable students to pursue 
full-time advanced study and research on social 



90 



Graduate Arts and Sciences • Psychology 



issues and cognitive processes from an ecological 
perspective. Students are admitted whose inter- 
ests fall within one of the Program's four main 
concentrations (biological, cognition/perception, 
developmental, and social), are consistent with the 
Program's ecological perspective, and who have 
demonstrated adequate preparation, ability, ma- 
turity, and motivation to pursue a demanding 
program of individual research and scholarship. 
The Program is designed both for students who 
seek employment in nonacademic settings, such 
as government agencies or industry, and for those 
who wish to pursue academic careers. The aim of 
the faculty is to provide an intellectual environ- 
ment that allows students to pursue their educa- 
tional and research objectives to the fullest extent. 
In part this is accomplished by maintaining a very 
low ratio of students to faculty: The number of 
students admitted each year is deliberately kept 
small enough to maintain a favorable student-to- 
faculty ratio of about 1 to 1. As a consequence, it 
is possible for each student to work with a small 
group of faculty members to develop his or her 
own educational curriculum. 

The Ecological Perspective 

While faculty and students in the Program are 
involved in a wide range of individual research 
pursuits (described later), they share a commit- 
ment to an "ecological perspective," which cuts 
across the various research specialties. What this 
means is that the members of the Program place 
more than the usual emphasis on the real-life 
contexts of the issues and processes that they 
study. In planning and carrying out research on 
any psychological process, no matter how nar- 
rowly or broadly the process is defined, the eco- 
logical perspective encourages the researcher to 
be continuously concerned with the contexts in 
which the process normally operates in people's 
lives. 

This does not mean that the Program is con- 
cerned only with applied research. Indeed, it is a 
tenet of the ecological perspective that even the 
most basic research in psychology profits from a 
continuing awareness of the real-life contexts in 
which human behavior and experience take place, 
and, conversely, even the most applied research 
profits from a continuing awareness of basic re- 
search findings and theory. 

The Four Concentrations 

The research specialties of the faculty and stu- 
dents in the Program fall into four broad catego- 
ries.* 

Concentration in Biopsychology 

The main focus of the Biopsychology concentra- 
tion is in the area of behavioral neuroscience. 
Research is aimed at uncovering neural circuits 
that are involved in the regulation of behavior. 
This neural circuitry analysis includes uncover- 
ing both the anatomy and the neurochemistry of 
the relevant neural substrates, and examining the 
effects of experience and endocrine factors on 
such circuits. Particular research areas include: 1 ) 
neural and endocrine regulation of parental be- 
havior in rodents; 2) neural and endocrine regu- 
lation of sexual behavior in rodents; 3) brain 
dopamine systems and behavioral activation; 
4) the interactions between stress, adrenal hor- 
mones, hippocampal function, and memory. A 



wide range of modern research techniques is used 
to analyze these problems, including: immunocy- 
tochemistry; neural tract tracing; computerized 
image analysis of brain systems; electrochemical 
detection of neurotransmitter release in the brains 
of behaving animals; in vitro study of primary 
cultures of dispersed neurons. 

Concentration in Cognition and Perception 

Faculty in the cognition and perception concen- 
tration are studying mental processes, their devel- 
opment, and their application to a variety of com- 
mon human settings and problems. Areas of study 
include basic processes of perceptual organization 
with application to intersensory substitution in 
the visually handicapped; cognitive processes in 
reading with application to reading disorders; 
individual learning styles with application to de- 
velopment of educational settings; the human 
sense of direction with application to mapping and 
navigational problems; neuropsychological stud- 
ies of attention with application to attentional 
changes in aging and in disorders such as 
Alzheimer's disease; the neuropsychology of lan- 
guage discourse and narrative; and the develop- 
ment of cognitive, linguistic and aesthetic abili- 
ties in children. 

Concentration in Developmental Psychology 

Faculty in the developmental concentration are 
studying social, emotional, and cognitive pro- 
cesses as they are embedded within a familial and 
socio-cultural context. Currently, faculty are ex- 
ploring issues related to attachment during in- 
fancy and early childhood, the development of 
self-knowledge in infancy, childhood, and adoles- 
cence, the development of artistic abilities, skills, 
theory of mind, the role of cultural context in 
children's development of skills and abilities, the 
influence of caregiving on sibling and peer rela- 
tionships, and the role of play in the development 
of interests and cognitive abilities. Research in- 
cludes the study of children from Western and 
non-Western communities. 

Concentration in Social Issues and Processes 

Faculty and students in the social concentration 
are involved in a broad spectrum of studies, rang- 
ing from basic aspects of human interaction and 
communication, at one end, to studies of cultural 
practices and social institutions that link the in- 
dividual to the larger community, at the other. 
Most of the faculty involved in this concentration 
are attempting to develop and improve basic psy- 
chological theory through work in real-world 
settings. Some are involved directly in studies of 
community issues and problems. Included among 
these are studies of the psychological conse- 
quences of social stratification, of minority status, 
of ethnicity, of employment or unemployment, 
and of type of education. Other work at the com- 
munity level includes studies of democratic val- 
ues and ideals in relation to institutions such as 
schools, cross-cultural investigations of cognitive 
and emotional development and psychopathol- 
ogy, and the impact of gender. At a more indi- 
vidual level of analysis are studies of the origins 
and resolution of conflict between individuals in 
families and other groups; studies of the psycho- 
logical and interpersonal consequences of child 
maltreatment; studies of the psychological and 
social origins of self esteem; and studies of human 
communication, both verbal and nonverbal. 



In both the Cognition and Social concentra- 
tions, the relation between basic and applied re- 
search is a reciprocal one — the knowledge gained 
from observing the human problem, or the set- 
ting in which a behavior normally occurs, contrib- 
utes to the development of basic understanding 
of the mental process, which in turn contributes 
to potential application. 

*Specific faculty research interests are avail- 
able from the Department upon request. 

The Program Structure . 

The Ph.D. Program has a flexible and mainly 
tutorial structure. The assumption is that each 
student has a different set of interests and educa- 
tional objectives, and comes with a unique back- 
ground of previous learning. Upon entry into the 
Program, the student is assigned a major advisor 
and with that person, selects two other faculty 
members as adjunct advisors. These three faculty 
members constitute the student's advisory com- 
mittee, who work with the student to help design 
a specific program of studies, including course- 
work within and outside the Psychology Depart- 
ment, research apprenticeships, fieldwork, and, 
most important, independent research leading to 
the doctoral dissertation. While the content of 
each student's work is different, there are certain 
common elements to the work of all students in 
the Program, as described in the following para- 
graphs. 

Courses and Research Workshops 

The only required courses in the Program are 1) 
a two-semester research methods and statistics 
course dealing with both experimental and 
nonexperimental methodology and data analysis; 
and 2) a two-semester Proseminar in Psychologi- 
cal Theory, with an emphasis on the ecological 
perspective. Both of these courses are taken dur- 
ing the student's first year in the Program. Other 
courses are selected by the student, with his or her 
advisory committee, to be consistent with the 
student's research and professional objectives. It 
is expected that students' educational needs will 
often carry them across traditional disciplinary 
boundaries, so that taking courses in other depart- 
ments in the University will be quite common. 
Credits can be earned through such means as tu- 
torials, research workshops, and independent re- 
search, as well as through formal courses. 

Starting in their first year, students will par- 
ticipate in a research workshop within the 
student's area of research interest. These work- 
shops are coordinated by the faculty and advanced 
graduate students in the Program and are in- 
tended to provide a continuing source of support, 
collaboration, intellectual stimulation, and criti- 
cism for the students and faculty involved in the 
various concentrations. While the primary re- 
sponsibility for supervising the student's work lies 
with the major advisor, students are expected to 
continue to attend and contribute to the research 
workshop for the entire duration of their study in 
the Program. Students are also expected to take 
part, with the faculty, in department-wide educa- 
tional activities such as colloquia and general re- 
search discussion meetings. 

Fieldwork 

Students are encouraged to confront the psycho- 
logical and social processes that they are study- 



Graduatf. Arts and Sciences • Psychology • 91 



ing as they occur in settings other than the Bos- 
ton College Psychology Department. Toward 
this end, all students are required to spend one full 
semester or its equivalent in a field setting that 
would provide them with an alternative view of 
the processes that they are studying, and would 
also provide them with first-hand knowledge of 
the opportunities, problems, and constraints as- 
sociated with field research generally. 

Independent Research and Dissertation 

The sine qua non for achieving the Ph.D. degree 
is the proven ability to design and conduct inde- 
pendent scholarly research, to communicate that 
'^research in clear and concise prose in a doctoral 
dissertation, and to defend the research as a ma- 
ture scholar in oral exchange with the faculty. It 
is the dissertation research that provides a signifi- 
cant focus around which many other aspects of the 
student's graduate education revolve. Students are 
expected not only to acquire the very specific skills 
and knowledge needed to carry out their disser- 
tation research, but are also expected to acquire 
the broader knowledge needed to embed their 
research in an appropriate scholarly context. Stu- 
dents should have some idea of the kind of re- 
search they wish to conduct when they first ap- 
ply to the Program, and during their first year, all 
students should be directly involved in research. 
After demonstrating research competency by the 
end of their second year, students move on to 
develop a dissertation proposal. The culmination 
of this work, scheduled to occur in the fourth year, 
is an oral defense of the dissertation to the Pro- 
gram. 

The Kind of Student Sought 

The Program is ideally suited for students who 
have already developed intellectual and profes- 
sional concerns that they hope to pursue more 
fully and in greater depth, and who have already 
developed sufficient scholarly and personal ma- 
turity to begin individual work without a great 
deal of structured course experience. Because of 
the Program's emphasis upon tutorial relations to 
the faculty, it cannot meet the needs of otherwise 
qualified students whose specific interests are not 
reasonably compatible with those of at least one 
member of the faculty. The emphasis upon real- 
world application and fieldwork, combined with 
basic research and theory, makes the Program 
appropriate for students who seek eventual em- 
ployment in either academic or nonacademic set- 
tings. 

The Program welcomes students who may 
have spent considerable time outside of academic 
settings, as well as students who are recent recipi- 
ents of the bachelor's degree. While most candi- 
dates will have majored in psychology as under- 
graduates, students who majored in other fields 
are also invited to apply. The Program actively 
seeks out applications from minority students. 

Financial Support 

Students admitted to the Program are eligible for 
an annual stipend of $9,450 plus credit for full 
tuition remission for four years of graduate study. 
The stipend normally takes the form of research 
and teaching assistantships during the first two 
years of study and a teaching fellowship during the 
third and fourth years. These research and teach- 
ing activities are usually selected so as to be con- 



sistent with the student's own educational objec- 
tives. Students receiving this financial support are 
expected to devote full time to their graduate 
work. In occasional cases of special need, students 
may accept additional part-time employment, ei- 
ther inside or outside the University, if it can be 
shown that such employment will not interfere 
with satisfactory completion of work to the Ph.D. 
within the four-year period. 

Application to the Program 

To apply for the Ph.D. Program you should sub- 
mit the following items to the Admissions Office, 
Graduate School of Arts and Sciences, Boston 
College, Chestnut Hill, MA 02 167. 

a. Application form Al, with application fee. 

b. Application Form 2. 

c. Abstract of courses. 

d. Official college transcripts. 

e. At least two letters of reference from people 
who are knowledgeable about your potential for 
research and scholarship. These should be sent 
directly by those who write them. 

f. Scores from the Graduate Record Exami- 
nations and the Miller Analogy Tests. 

g. A short (two to three pages, maximum) 
statement of your interests as they relate to the 
Ph.D. Program. This statement should include 
your reasons for undertaking graduate education, 
and give some indication of the psychological 
processes or issues that you are most interested 
in studying. 

Note: Applications are accepted for fall-term 
admission, only. The deadline for application is 
February 1. 

COURSE OFFERINGS 
Doctoral Program 

PS 606 Experimental Design and Statistics (F: 3) 

Prerequisite: An undergraduate course in statistics 
This course focuses primarily on the design 
of research experiments and the inferential statis- 
tics used to assess their results. Analysis of vari- 
ance techniques will be emphasized which assess 
the main and interactive effects of multiple inde- 
pendent variables on single dependent variables. 

Randolph D. Easton 

PS 608 Multivariate Statistics (S: 3) 

Prerequisite: An introductory course in statistics 
This course provides a conceptual and prac- 
tical introduction to multivariate statistics. Alge- 
braic demonstrations are used to illustrate the 
inner workings of procedures, but otherwise the 
course content is not very mathematical, i.e., there 
are no discussions based on matrix algebra or cal- 
culus. The major focus is on multiple correlation 
and regression. Other procedures, which are cov- 
ered in less detail as time permits, include princi- 
pal components and factor analysis, clustering 
analysis, and multidimensional scaling. Analyses 
performed using statistical packages are discussed 
in detail. Also addressed are general research is- 
sues such as research design, the logic of hypoth- 
esis testing, and the role of statistics in psychol- 
ogy as a discipline. Hiram Brownell 

PS 612 Social Cognition (S: 3) 

Prerequisite: Consent of instructor 

This course will focus on recent advances in 
the area of social cognition with special consid- 



eration of such topics as attribution theory, per- 
ceived control, social schemata, and ordinary ex- 
planations of social behavior. The course will 
provide a critical overview of the theories and 
methods in social cognition as well as application 
to such areas as victimization, prejudice, and cop- 
ing. Marianne LaFrance 

PS 615 Advanced Seminar: Social and 
Emotional (S: 3) 

Prerequisite: Developmental Psychology 

In this seminar, we will explore qualitative 
changes that occur in social and emotional func- 
tioning from birth through adolescence. We will 
examine normative trends and individual differ- 
ences in the development of attachment relation- 
ships, peer relations, self-control, aggression, sex- 
typed behaviors, empathy and prosocial behavior, 
and morality. Contemporary issues such as the 
effects of day care, dual-career couples, divorce 
and single parenthood will be discussed. We will 
consider the social context within which children 
live and grow and explore the role of mothers and 
fathers, siblings, peers, and schools in the devel- 
opmental process. Karen Rosen 

PS 621 History and Theories of Psychology (F: 3) 

Prerequisite: Consent of instructor 

Survey of the philosophical roots and devel- 
opment of psychological thought from the Gre- 
cian and Medieval periods to the present. Emer- 
gence of science in the post-Renaissance period 
and the contributions of Descartes, Locke, Brit- 
ish Empiricists and Associationists to the evolu- 
tion of psychological theory. Review of major 
developments in nineteenth-century physiology, 
Darwin's evolutionary theory and its conse- 
quences for psychology, and the emergence of 
psychology as an independent discipline in Ger- 
many and the United States. The rise and demise 
of the major systematic positions in psychology — 
Structuralism, Functionalism, Gestalt, Behavior- 
ism and Psychoanalysis. Overview of current 
theoretical developments and controversies in 
psychology. Ali Banuazizi 

PS 639 Seminar in Developmental 
Psychopathology (F: 3) 

Prerequisites: Developmental Psychology and 
Abnormal Psychology 

Developmental psychopathologists view psy- 
chological disturbances in terms of deviations 
from normal patterns of social, emotional, and 
cognitive development. An exploration of the 
origins, nature and course of psychological dis- 
orders at various ages will be made. Theoretical, 
empirical, and clinical issues in the area of devel- 
opmental psychology will be discussed. An under- 
lying theme that we will develop is that there is a 
reciprocal relationship between normal and atypi- 
cal patterns of development. Our understanding 
of pathology can be informed by knowledge of 
what is "normal"; alternatively, we can gain 
greater insight into normal processes of develop- 
ment and the roots of competence, adaptation, 
and invulnerability by illuminating the causes and 
developmental consequences of psychopathology. 

Karen Rosen 

PS 644 Seminar in Memory (S: 3) 

Prerequisite: PS 147 

This seminar will focus on issues that are im- 
portant to our understanding of episodic and se- 



92 • Graduate Arts and Sciences • Psychology 



mantic memory. The issues that will be covered 
will include encoding and retrieval processes in 
memory, the study of interesting lapses of 
memory such as the tip-of-the-tongue phenom- 
enon, the study of how bilinguals and multi- 
linguals represent information in the two lan- 
guages, the failure of memory in brain-damaged 
populations, and the link between memory for 
events and the perception of events. 

Kavitha Srinivas 

PS 645 Cultural Context of Child Development 

(S:3) 

Prerequisite: PS 136 

The course examines the developing child 
from a cultural perspective. Topics related to the 
role sociocultural features play in arranging the 
daily lives of children, and how children appro- 
priate the skills and competencies needed to be 
functioning members of their community will be 
examined. The perspective guiding the selection 
of reading materials is that knowledge emerges by 
active participation in day-to-day routines of the 
community. Topics for discussion include 
parenting and parental beliefs, gender-role, sib- 
ling and peer relationships, psycholinguistics, 
everyday cognition, and education and the trans- 
mission of knowledge. PS 145 is strongly recom- 
mended. Gilda A. Morelli 

PS 650 Advanced Physiological Psychology (S: 3) 

Prerequisite: PS 150 or its equivalent, or PS 273/ 
BI 48 1 , or consent of instructor 

The first half of this course will be taught in a 
lecture format, and the second half will be orga- 
nized as a seminar. The lectures will focus on the 
neuroscience of reproduction and advanced read- 
ings will be assigned. Topics will include the neu- 
ral and endocrine bases of seasonal breeding, male 
and female sexual behavior, parental behavior, and 
sexual differentiation. For the second half of the 
course, each student will present one or two lec- 
tures to the class on a topic of his or her choice 
within the general area of behavioral neuro- 
science. These oral presentations will be based on 
independent library research. A final term paper, 
based on these readings, will also be required. 

Michael Numaii 

PS 651 Issues in Cognitive Development (S: 3) 

Prerequisite: Consent of the instructor 

This seminar explores the major theoretical 
accounts of cognitive development: Piagetian 
theory, the neo-Piagetians, information process- 
ing accounts, nativism, and the Soviet school of 
thought (Luria, Vygotsky). Ellen Winner 

PS 656 Social Psychology of Conflict (S: 3) 

Prerequisite: For graduate students: none; for un- 
dergraduates: consent of the instructor 

Social psychological theories of the origins, 
development, intensification, and resolution of 
conflict at the personal, interpersonal, and inter- 
group levels will be examined. Concepts of social 
identity, life space, group membership potency, 
group boundaries, attribution, and cognitive 
schema will be employed extensively in these 
analyses. Potential effects of conflict at one level 
on the manifestation of conflict at other levels will 
be explored. Application to current interpersonal, 
organizational, and societal conflicts will be en- 
couraged. The course will employ both lectures 



by the instructor and student presentations to the 
class on selected topics. Norman Berkowitz 

PS 662 Health Psychology (F: 3) 

Prerequisite: PS 073, PS 062, BI 1 10-1 12, BI 200- 
202, or permission of the instructor. 

The role of psychological and biological fac- 
tors in the cause, treatment, and prevention of 
biomedical disorders is discussed in the context 
of clinical and basic research. A relaxation method 
is practiced in class. Seminar format. 

Joseph J. Tecce 

PS 676 Self, Ethnic Identity, and Asian 
American History (S: 3) 

Prerequisite: Permission of the instructor 

This course is designed to explore Asian 
American history from the perspective of identity 
formation among Asian Americans. Asian tradi- 
tions and culture along with the historical expe- 
riences of Asians in America will be examined in 
conjunction with the psychological literatures on 
self and ethnic identity. As a second historical 
source, students will conduct oral histories with 
family members, ideally intergenerationally. Par- 
ticipants will also have an opportunity to learn first 
hand about contemporary issues facing Asian 
American communities in the Boston area. The 
course will be conducted in a seminar format in 
which students play an active role in facilitating 
discussion. In addition to a term paper, students 
will be invited to design a class project reflecting 
their collective understanding of self, ethnicity, 
and history. Enrollment will be limited to 15. 

Ramsay Liem 

PS 703-704 Research Workshops (F: 3-S: 3) 

Workshops are designed primarily to permit an 
exchange of research and theoretical interests of 
faculty and students. All participants share in the 
presentation and discussion of their work. In ad- 
dition, recent developments in the literature of 
mutual interests will be reviewed and critiqued. 

The Department 

PS 707-708-709 Fieldwork Seminar (F: 3-S: 3; 
Summer: 3) 

In this course, students work in human service, 
educational or business settings to gain exposure 
to the issues and problems faced by practitioners 
within the student's area of research interest. Ar- 
rangements for fieldwork are made between the 
student and his or her major advisor. 

The Department 

PS 770-771 Proseminar: Psychological 
Theories and Systems (F: 3-S: 3) 

This is a core proseminar for the graduate pro- 
gram which reviews the basic conceptual, propo- 
sitional, and empirical foundations of classic and 
contemporary psychological theories, with em- 
phasis on an ecological perspective. Peter Gray 

Two Summer Human Interaction 
Institutes: 

PS 824 Resolving Conflict: Interpersonal and 
Intergroup 

Graduate Prerequisite: None 

This workshop offers theory and practice in 
dealing with the conflicts that arise in social in- 
teraction between individuals or groups. Topics 
include the processes leading to constructive ver- 
sus destructive conflicts, the role of attributions 
in generating relational conflicts, methods for 



preventing or de-escalating interpersonal and 
intergroup conflict, including third-party inter- 
ventions. This experience-based workshop com- 
bines lectures and exercises in a design that en- 
ables participants to make individualized applica- 
tions in areas of interest to them. 

Workshop conducted on two consecutive 
weekends, May 29-3 1 and June 5-7. For further 
information, contact the Boston College Summer 
Session, 314 Fulton Hall. Norman Berkowitz 

PS 825 The Social Self: Group Influences on 
Personal Identity 

Graduate Prerequisite: None 

The subject of this workshop is how member- 
ship in the distinctive societal groupings — defined 
by ethnicity, race, sex, age, religion, social class, 
ideology — affects the way individuals perceive 
themselves and deal with others. The workshop 
looks at intergroup relations and the psychology 
of the social self to aid in understanding personal 
identities in a heterogeneous society. Participants 
examine their own life histories, socio-identities, 
and social relationships in a guided process of self 
inquiry. Workshop conducted on two consecutive 
weekends, June 12-14 and June 26-28. For fur- 
ther information, contact the Boston College 
Summer Session, 3 14 Fulton Hall. 

Donnah Canavan 

The following courses are offered by the Depart- 
ment on a periodic basis: 
PS 609 Clinical Psychology 
PS 61 1 Seminar: Spatial Cognition 

PS 622 Democratic Values in Education and 
Child-Raising 

PS 632 Seminar: Piaget and Cognitive 

Development 

PS 633 Dynamics of Stress and Adaptation 

PS 637 Child Development 

PS 643 Seminar in Perception 

PS 648 Cognitive Neuropsychology 

PS 669 Childrearing and Education: A 

Psychobiological Perspective 

PS 671 Psychobiology of Reproduction 

PS 677 Psychology and Social Change 

PS 758 Social Inequality and Social Policy 



Graduate Arts and Sciences • IREPM • 93 



Institute of Religious 
Education and Pastoral Ministry 



FACULTY 

Robert P. Imbelli, Director, and Associate Pro- 
fessor of Theology 

Maureen R. O'Brien, Assistant Director for 
Academic Affairs 

Sandra A. Hurley, Assistant Director for Admin- 
istration 

Carol A. Regan, S.U.S.C., Sabbatical Program 
Coordinator 

Thomas H. Groome, Professor of Theology and 
Religious Education 

Mary C. Boys, S.N.J.M., Associate Professor of 
Theology and Religious Education 

Claire E. Lowery, Adjunct Associate Professor of 
Pastoral Ministry and Field Education Program 
Coordinator 

Elizabeth H. Galbraith, r.c., Lecturer, Spiritu- 
ality 

PROGRAM DESCRIPTION 

The Institute of Religious Education and Pasto- 
ral Ministry at Boston College is one of the larg- 
est graduate facilities in North America dedicated 
primarily to educating women and men for aca- 
demic and professional competence in religious 
education and pastoral ministry. The Institute 
offers the combined resources of the Theology 
Department, the School of Education, and its own 
core Religious Education and Pastoral Ministry 
faculty, plus the opportunity to cross-register for 
courses in any of the nine different theological 
schools in the Boston area which form the Bos- 
ton Theological Institute. The various programs 
of the Institute aim at the integration of theologi- 
cal reflection, personal experience, and practical 
ministerial skills. The Institute offers a Master of 
Education in Religious Education (M.Ed.), a 
Master of Arts in Pastoral Ministry (M.A.), a Cer- 
tificate of Advanced Educational Specialization 
(C.A.E.S.), and a Doctorate in Religion and Edu- 
cation (Ph.D.). 

Master of Education in Religious 
Education (M.Ed.) 

Candidates for the Master's degree in Religious 
Education study a core curriculum which enables 
them to integrate critically theological, biblical, 
and ethical studies with the perspectives and in- 
sights of contemporary educational theory and 
practice and with the social sciences. The core 
distribution includes courses in theory, history 
and practice of religious education, systematic 
theology, biblical studies, and the psychology and 
sociology of religion. 

For students who enter the program with little 
or no prior experience in the practice of religious 
education, but even for experienced students who 
want to extend and diversify their practical skills 
in the field, Field Education and Supervised 
Practicums are available in a broad range of par- 
ishes, public and parochial high schools and el- 
ementary schools. 



The M.Ed, in Religious Education normally 
requires 36 credit hours of course work for aca- 
demic year students and 30 credit hours for sum- 
mer students. Written and oral comprehensive 
examinations are required. Occasionally, students 
with deficiencies in their academic backgrounds 
may be required to complete course work in ex- 
cess of these minimum requirements. 

Master of Arts in Pastoral Ministry 

(M.A.) 

Candidates for the M.A. in Pastoral Ministry fol- 
low a core curriculum which includes courses in 
systematic theology, biblical studies, religious 
education, and courses related to the student's 
particular ministerial concentration. These con- 
centrations are: 

• Pastoral Care and Counseling 

• Social Justice/Social Ministry 

• Liturgy and Worship 

• Religious Education 

• Leadership/Church Management 

• Spirituality and Ministry 

• Hispanic Ministry 

• Joint M.A./M.S.W. in Social Work 

The last three programs are described in more 
detail below. 

A special aspect of the M.A. program is a re- 
quired Field Education program that combines 
field placement and a Supervised Practicum dur- 
ing the academic year or one six-week summer 
session. In addition, the Integrative Colloquium 
is required for all M.A. students. 

For the M.A. in Pastoral Ministry, 36 to 39 
credit hours are ordinarily required for academic 
year students and 30 credit hours for summer stu- 
dents. Written and oral comprehensive examina- 
tions are required. Occasionally, students with 
deficiencies in their academic background may be 
required to complete course work in excess of 
these minimum requirements. 

Spirituality and Ministry Concentration 

The Spirituality and Ministry concentration 
within the Master's Program in Pastoral Minis- 
try combines the following elements: theological 
and biblical studies; courses in the foundations, 
history and contemporary study of spirituality; 
field education placement in one of the spiritual 
life centers in the Boston area; a weekly practicum 
in contemporary spirituality and spiritual direc- 
tion with the staff of the Center for Religious 
Development in Cambridge, Mass.; and the in- 
tegrative colloquium required of all M.A. stu- 
dents. 

The purpose of the concentration is to help 
pastoral ministers become more familiar with the 
dynamics of spiritual growth and more skillful in 
the ministry of spiritual enablement within their 
respective parishes, schools, or communities. 

This program has a limited enrollment, and the 
application deadline for September study is March 1. 



Hispanic Ministry Concentration: A Joint 
Program with the Mexican American 
Cultural Center (MACC) 

This program is conducted jointly with the Mexi- 
can American Cultural Center in San Antonio, 
Texas. It is designed to provide the theological, 
cultural and ministerial preparation most relevant 
for both Hispanic and non-Hispanic persons en- 
gaged in ministry to the Spanish-speaking com- 
munity in the United States. Half the course work, 
including the ministerial practicum, takes place at 
the Mexican American Cultural Center in San 
Antonio. The other half of the course work is 
done at Boston College either during the aca- 
demic year or during the summer. 

This program requires bilingual competency 
or the willingness to achieve basic competency in 
Spanish while studying for the degree. 

Joint Master of Arts in Pastoral Ministry 
(M.A.) and Master of Social Work (M.S.W.) 

This program enables students to study concur- 
rently for the M.A. degree in Pastoral Ministry 
and the M.S.W. in Social Work. The combined 
curriculum integrates the academic study of the- 
ology and social work with two supervised Field 
Education placements. Students enrolled full time 
may expect to receive the two degrees in approxi- 
mately three years (length of time may vary if stu- 
dents take summer courses in Pastoral Ministry). 
Prospective students must apply to both the 
Institute and the Graduate School of Social Work. 
Please see the description of this program under 
the Social Work section in this Catalog. 

Certificate of Advanced Educational 
Specialization (C.A.E.S.) 

Students who hold a Master's degree in theology, 
divinity, religious education or a closely related 
field, and who have at least three years of profes- 
sional experience in ministry, may apply for a 
program leading to the Certificate of Advanced 
Educational Specialization (C.A.E.S.). 

The program enables persons with particular 
goals to pursue their specialized interests. It is also 
valuable for those who wish to broaden their re- 
ligious, educational and theological background. 

Programs are tailored to meet individual 
needs. Minimum core requirements are deter- 
mined on a case-by-case basis after evaluation of 
the student's academic background. Religious 
education courses are required. C.A.E.S. students 
prepare a project on a subject of specialized min- 
isterial or educational concern. The project serves 
as the basis for the written and oral examinations 
that are required of all students. Credit require- 
ments for the C.A.E.S. are the same as those or- 
dinarily required for the M.Ed.: 36 credit hours 
for academic year students and 30 credit hours for 
summer school students only. 

Sabbatical Renewal in Ministry Program 

This is a program designed for the mature church 
minister who needs to "come away for awhile". 
Participants renew themselves academically, spiri- 
tually and physically by auditing courses that meet 



94 • Graduate Arts and Sciences • IREPM 



their own interests and needs. In addition, they 
participate in a variety of activities that are di- 
rected toward the renewal of the whole person. 
These include workshops on topics of interest to 
the experienced minister, such as a bi-weekly col- 
loquium and transition in ministry workshops; 
opportunities for spiritual direction and counsel- 
ing; and cultural, historical and artistic opportu- 
nities provided in the greater Boston area. 

The Boston College sabbatical program is 
unique in that it offers the resources of the entire 
University to the participant. These include the 
Recreation Complex, courses outside the theo- 
logical disciplines, and university lectures, con- 
certs and plays. 

The sabbatical program has limited enroll- 
ment. Application deadline is May 1 for the nine- 
month program and the first semester only. Applica- 
tion deadline is October 1 for the second semester only 
program. International applicants should allow 
more time for completing the application process. 

Interdisciplinary Doctorate in Religion 
and Education (Ph.D.) 

The Institute coordinates the program of Doc- 
toral Studies in Religion and Education offered 
by the Theology Department and the Graduate 
School of Education. Students with an appropri- 
ate Master's degree (e.g., in theology, religious 
studies, or religious education) are normally re- 
quired to complete 50 hours of coursework. In 
addition, doctoral students are expected to fulfill 
the foreign language requirement, pass compre- 
hensive examinations, and submit and defend a 
dissertation. 

A separate prospectus for this program is avail- 
able from the Institute. Enrollment is highly selec- 
tive, and the application deadline for September study 
is March 1. 

COURSE OFFERINGS 

TH 431 (ED 632) The Psychology of Youth 
Religious Development (F: 3) 

The focus of the course is on developing the ca- 
pacity to relate critically psychological and theo- 
logical models of development to the data of in- 
dividual lives. Although there will be an initial 
examination of faith development in early and 
middle childhood, primary attention will be given 
to adolescence (ages 14-18) and early adulthood 
(ages 18-22). 

Among the issues that will be dealt with are 
the role of personal images of God for faith, the 
religious dimensions of sexual development in 
adolescence, moral development in men and 
women, the nature of faith crisis in the college 
years and the problem of normativity in develop- 
mental models. Theorists who will be covered 
include both structural devclopmentalists 
(Kohlberg, Gilligan and Fowler) and psychoana- 
lytic thinkers (Anna Freud, D.VV. Winnicott, 
Ana-Maria Rizzuto). 

This course is designed so that students may 
continue into TH 432 (ED 839) as a year-long 
sequence, although either course may be taken 
independently. Margaret Gorman 

TH 432 (ED 839) The Psychology of Adult 
Religious Development (S: 3) 

This course continues the interdisciplinary analy- 
sis offered byTH431/ED632 into the nature of 



faith development in the human life cycle. TH 
431/ED 632 is not, however, a prerequisite for 
this course. Focus will be on early and middle 
adulthood (post-college and beyond) and later 
life. Among the issues that will be covered are the 
problem of normative life pattern, the significance 
of the "life crisis" in the development of faith, the 
creation of family and community, sexuality and 
spirituality through the adult years and the prob- 
lem of facing loss that is the result of death, di- 
vorce or separation. Theorists studied include 
Valliant, Gilligan, Fowler, Jung, Erikson, 
Neugarten and Levinson. John McDargh 

TH 433 Foundations in Theological Ethics (S: 3) 

Theological ethics is an attempt to articulate the 
behavioral implications of being human as found 
in reason illumined by a religious faith. 

This course will focus on Christian ethics as 
it has been formulated in the Roman Catholic 
tradition. It will explore both nature and focus 
with special emphasis on the two distinctive ele- 
ments in Catholic Ethics: the natural moral law 
and the official positions of the teaching Church. 

Particular attention will be given to the con- 
temporary shift in Catholic moral theology; from 
the manualistic approach to historical conscious- 
ness. James O'Donohoe 

TH 473 Theology of Church (S: 3) 

A theological exploration of the identity of 
Church, founded in the New Testament witness 
and in the contemporary retrieval of Vatican II. 
The course will suggest an understanding of 
Church as Sacrament of the Spirit and will con- 
sider the meaning of ministry in this light. The 
focus throughout will be upon the praxis of dis- 
cipleship as the ever ancient and ever new follow- 
ing of Jesus Christ. Robert P. Imbelli 

TH 532 Art of Pastoral Counseling (S: 3) 

This course is an examination of the prophetic 
nature of the pastoral counseling relationship. 
Attention is given to the pastoral counselor as 
mediator between the world of human experience 
and the theological tradition. Topics include the 
major issues and questions operative in the prac- 
tice of pastoral counseling. Practicum sessions, 
including the use of video, role play and taping, 
will focus on dynamics, techniques and models of 
pastoral counseling. Claire E. Lowery 

TH 535 Theological Foundations for 
Contemporary Spirituality (F: 3) 

This course will consider spirituality as awareness 
of and response to God's self-revelation and con- 
tinuing engagement with us. It will focus on con- 
temporary religious experience and spiritual 
growth considered in themselves and in light of 
the Christian spiritual tradition. Topics will in- 
clude the integration of a contemplative attitude 
with life activity, the developing relationship with 
God, the growth of Christian freedom, and spiri- 
tual life amid conflicting religious values. The 
course will include reading, reactions to presen- 
tations, individual and group reflection. 

William Connolly, S. J. 

TH 600 Leadership and the Practice of Ministry 

(S:3) 

Leadership is a critical issue in the understand- 
ing and practice of ministry today. This course 
will examine the meaning of leadership and its 



relationship to church and society by drawing on 
existing theories and life experience. Classes will 
focus on the following topics: communication as 
a vital part of the leadership process; the impact 
of behavior and situational variables on effective 
leadership; the role of the leader; personality 
needs and job demands as major factors in pro- 
moting effective leader behavior; exploration of 
appropriate leadership styles in parish and other 
church-related ministries today; dynamics of 
planning, decision-making and implementing 
change. Ann Morgan 

TH 601 Creative Life Study (F, S: 3) 

Life Study uses Intensive Journal procedures to 
put us in intimate contact with the life, wisdom 
and spirituality of creative persons in history. We 
become "Journal Trustees," i.e., keep a journal on 
their behalf. This vital contact with the inner life 
can evoke our own life-wisdom and broaden our 
spiritual path. Previous attendance at Journal 
workshops is recommended. 

Elizabeth H. Galbraith, r.c. 

TH 605 Integrative Colloquium: Theology and 
Pastoral Practice (F: 3) 

The colloquium provides the student with a learn- 
ing experience that fosters an integration between 
theology and pastoral practice. Students engage 
in a process of critical reflection that promotes 
both a better understanding of the application of 
theological teaching to a concrete situation and 
an ability to determine what a particular pastoral 
situation may have to say to theology. 

The case study method is used to examine 
contemporary church issues from the perspective 
of pastoral experience. This course is required of all 
Pastoral Ministiy degree students. For IREPM degree 
students only. Claire E. Lowety 

TH 610 (ED 636) Biblical Spiritualities for the 
Educational Ministry (S: 3) 

Because any authentic Christian spirituality must 
draw from the wells of Scripture, this course seeks 
to deepen participants' knowledge of the Scrip- 
tures, to cultivate their interpretative skills, and 
to illumine their ability to read the text of their 
lives in light of the Word. This year's focus will 
be on the spirituality implied by the narratives of 
the passion and resurrection. Mary C Boys 

TH 61 7 Intensive Journal Method and the 
Spiritual Life (F, S: 3) 

The Intensive Journal course consists of two 
weekend workshops, readings in Progoff and bi- 
weekly meetings with the instructor. It introduces 
the student to Progoffs Intensive Journal 
Method, its procedures and principles. One learns 
to work non-judgmentally with one's life defin- 
ing issues, clarifying commitments, and exploring 
relationships. The goal is to focus, clarify and 
integrate life experiences. 

Elizabeth H. Galbraith, r.c. 

TH 638 Advanced Intensive Journal Method 
and the Spiritual Life (F, S: 3) 

Prerequisite: Tf I 6 1 7 

The Advanced Journal course deepens stu- 
dents' understanding of the Journal method, and 
their own life processes and principles. In doing 
so, students come to appreciate the holistic prin- 
ciples operative in their life and God's activity 
therein. The course includes advanced work with 
dreams and imagery, and treats special questions 



Graduate Arts and Sciences • IREPM • 95 



such as discernment, integration, and transforma- 
tion as they arise. Elizabeth H. Galbraith, r.c. 

TH 640 Pastoral Care: Death and Dying (S: 3) 

This course will serve as a thorough introduction 
to the basic theological-pastoral dimensions of 
pastoral care with those experiencing grief and 
loss resulting from death and the processes of 
dying. Special attention will be given to the role 
of the ecclesial community, as well as other sup- 
portive communities, such as hospice, in render- 
ing support. The role of faith and the place of 
ritual will be examined from an ecumenical per- 
spective. It is desirable that students take this 
course in conjunction with ministerial field edu- 
cation in a setting associated with these pastoral 
concerns and issues. John Grimes 

TH 707 Psychological Foundations for Pastoral 
Counseling (F: 3) 

This course provides students with the opportu- 
nity to consider several contemporary models of 
personality and human development that will as- 
sist them in the practice of pastoral counseling. 
Case studies and concrete situations will illustrate 
such models as object relations and humanistic 
and psychodynamic theories. Themes to be 
stressed include normality and integration; per- 
sonality growth and sexuality; play and the irra- 
tional; and the links between psychological and 
theological experiences. Michael St. Clair 

TH 708 Ministry to the Troubled Personality (S: 3) 

The goal of this course is to assist the minister in 
handling common and current forms of human 
disturbance. Using case studies and the insights 
of contemporary models of the person, attention 
will be paid to depression, neurosis, narcissism, 
eating disorders, the borderline personality and 
problems in relationships. Practical application of 
theoretical knowledge to counseling and pastoral 
situations will also be examined. 

Michael St. Clair 

TH 717 (ED 635) Educating Christians: Past, 
Present, and Future (S: 3) 

This course draws upon the history of the 
Church's educational ministry to enlighten its 
present pastoral praxis. It places emphasis on read- 
ing original and classical documents as a treasury 
of wisdom for religious education and pastoral 
ministry today and tomorrow The course closely 
parallels the history of theology and the history 
of Western education. Thomas H. Groome 

TH 739 Christology (F: 3) 

A theological exploration of the identity of Jesus 
Christ from the vantage point of the Christian 
experience of discipleship and life in the Spirit. 
Issues to be considered include the New Testa- 
ment witness to Jesus as the Christ, the develop- 
ing tradition of the early Church culminating in 
the definition of Chalcedon, and contemporary 
questions regarding Christ as universal Savior. 
The intimate relation between Christology and 
pneumatology will be stressed throughout. 

Robert P. lmbelli 

TH 764 Ministry, Personality and Culture (F: 3) 

Both a theology of ministry and psychology of self 
as minister are useful resources of Church lead- 
ership. These topics will be explored from per- 
spectives of Catholic faith tradition, family sys- 
tems theory, and changing American culture. 

John Grimes 



TH 800 (ED 538) Religious Education for a 
Public Church (S: 3) 

This course proceeds from the premise that 
churches in a pluralistic society must attend to 
both the formation of their members for public 
involvement and the fostering of the common 
good with other citizens. Incorporating insights 
from sociology of religion and ethics, we will ex- 
amine religious education approaches which help 
to shape faith communities imbued with Chris- 
tian social commitment. Maureen O'Brien 

TH 816 (ED 539) Sharing Faith in Religious 
Education and Ministry (F: 3) 

The course proposes the foundations for a par- 
ticipatory and empowering approach to religious 
education and pastoral ministry. Through shared 
reflection on praxis and on course readings, par- 
ticipants are invited to appropriate and make de- 
cisions about their own approach to the ministry 
of "sharing faith." Thomas H. Groome 

TH 830 (ED 731) The Praxis of Religious 
Education (S: 3) 

This lab course invites participants to develop 
their own praxis approach to religious education 
and, with lesser focus, to other forms of pastoral 
ministry. Students must engage in some peda- 
gogical/ministerial context as the praxis of their 
own in-course reflections. A shared praxis ap- 
proach will be proposed as an organizing model. 
Other models of teaching that enhance a praxis 
approach will also be investigated. It is strongly 
recommended that students have some in-depth 
exposure to a shared praxis approach (e.g. TH 
816/ED 539) before taking this course. 

Thomas H. Groome 

TH 901 (ED 735) Traditions of Religion and 
Education (F: 3) 

This course is designed to involve participants in 
creating a framework for analysis of modern theo- 
logical and educational movements in order to 
more perceptively engage in the practice of reli- 
gious education. Mary C. Boys 

Courses Offered at the Mexican 
American Cultural Center in San 
Antonio, Texas for the Hispanic 
Ministry Program 

TH 602 Field Education and Supervised 
Practicum in Hispanic Pastoral Ministry (S: 5) 

This program provides the student with super- 
vised experience in Hispanic Ministry. Place- 
ments provide an opportunity for a high degree 
of creativity and responsible innovation. Through 
supervision in the field, discussion with other 
participants, reading and reflection, students be- 
come familiar with the needs of the Hispanic com- 
munity. Students also participate in a "supervised 
practicum" each week designed as an exploration 
of the theological and ministerial insights drawn 
from the field experience. 

Faculty Practicum Committee: Juan Alfaro, 
John Linskens, Virgil Elizofido, Rosa Maria Icaza 

TH 612 Culture and Religion (F: 3) 

This course will study culture in general, religion 
as a component of culture, and the relationship 
of these to the explicit revelation of God in Jesus 
Christ. The popular expressions of faith will be 
given particular attention, with the Mexican 
American culture of the U.S. Southwest as a para- 
digm for the understanding of a cultural-religious 
expression. Virgil Elizondo 



TH 630 The Prophets: God's Critics of 
Humanity's World (F: 3) 

A study of the major prophets of the Old Testa- 
ment, this course will develop an understanding 
of the enduring vocation of God's prophets: to 
recognize the truly evil in a particular society, to 
call God's People to conversion of heart, and to 
remind them that God's loving fidelity is always 
theirs. Juan Alfaro 

TH 635 The Hispanic Family (F: 3) 

In a society which threatens its foundations, the 
Hispanic family responds with resilience. A study 
of its history, present reality, values, possibilities, 
changing values, and structure is the basis of this 
course. Rosendo Urrabazo 

TH 636 The Synoptic Gospels: The Demands of 
Discipleship (F: 3) 

The gospels of Mark, Matthew and Luke present 
portraits of Jesus Christ incarnated in a particu- 
lar context. This course will develop the themes 
of discipleship in Mark, the reign of God in Mat- 
thew, and the relationship of Jesus to the poor in 
Luke. Eucharistic themes will be treated in depth. 

John Linskens 

Field Education, Directed Research, 
Doctoral Seminar 

TH 530 Field Education and Supervised 
Practicum in Pastoral Ministry (S: 3) 

This program provides the students with super- 
vised experience in their areas of ministerial spe- 
cialization. These areas include social ministry, 
pastoral care and counseling, spirituality, church 
administration, liturgy and religious education. 
Through supervision in the field, discussion with 
other participants, reading and theological reflec- 
tion, students become familiar with the needs of 
special groups of people, and develop models of 
ministry that are applicable to their own situa- 
tions. 

In addition to their field experience, students 
participate in a supervised practicum during the 
spring semester. The practicum is a group explo- 
ration of the theological and ministerial concerns 
drawn from the field experience. Process analysis 
will be used to critique performance and develop 
personal skills and individual styles of ministry. 

Field Education is a three-credit program over one 
academic year. While students begin Field Education 
in the fall term, they do not register for these three 
credits until the spring term. Claire E. Lowery 

TH 538 Directed Research in Pastoral Ministry 
(F, S: 3) 

Directed research courses are an opportunity to 
pursue special scholarly and pastoral interests for 
graduate credit, with the aid of a faculty advisor. 
Only persons studying for a degree may take di- 
rected research. Ordinarily only one such project 
may be undertaken in the course of the master's 
program. Subject matter and requirements must 
be worked out with the professor and approval 
must be received by the Institute's Assistant Di- 
rector for Academic Affairs. 

Claire E. Lowery, Coordinator 

ED 830 Directed Research in Religious Education 
(F, S: 3) 

Directed research courses are an opportunity to 
pursue special scholarly and pastoral interests for 
graduate credit, with the aid of a faculty advisor. 



96 • Graduate Arts and Sciences • Romance Langi ages and Literatures 



Only persons studying for a degree may take di- 
rected research. Ordinarily only one such project 
may be undertaken in the course of the master's 
program. Subject matter and requirements must 
be worked out with the professor and approval 
must be received by the Institute's Assistant Di- 
rector for Academic Affairs. 

Maureen R. O'Brien, Coordinator 

ED 936 Doctoral Seminar in Religious Education 
(F, S: 3) 

This seminar provides an occasion for doctoral 
students to study classic works in the field of reli- 
gious education and to prepare proposals for their 
dissertations. It meets fourteen times each aca- 
demic year. Three credits are received for each 
of the two years of participation in the seminar. 
Second-year doctoral students lead facets of the 
seminar. Institute Permanent Faculty 

Weekend Course Series 

Weekend courses are fully accredited and satisfy 
Institute degree requirements. Each of these 
courses meets on three separate weekends: Fri- 
days from 4:00 p.m. to 9:00 p.m.; Saturdays from 
10:00 a.m. to 4:00 p.m. 

TH 839 How to Do Theological Reflection in 
Grassroots Settings (F: 3) 

Grassroots theologizing points to an activity of 
people, gathered together, who reflect on their 



experience in the light of their culture and their 
religious traditions in order to understand and act 
more creatively and faithfully. This course will 
explore that process of theologizing. In particu- 
lar it will focus on the role of personal storytelling, 
the use of Scripture and tradition, how to do cul- 
tural analysis, the ongoing process of faith deci- 
sion-making, and the use of official and academic 
resources. 

This course will meet on the following dates: 
September 25-26, October 23-24, November 
13-14. John Shea 

TH 768 Lay Spirituality (S: 3) 

This course is a study of lay spiritual formation 
and application from three aspects: marriage, fam- 
ily and home; the workplace and the societal 
arena; and ecclesial ministry. Drawing on several 
disciplines, the course will address issues of sta- 
bility and creativity in family and in work; spiri- 
tual resources and disciplines for daily living; the 
gift of children to family and to society; balanc- 
ing work and home; and participation in differ- 
ent ministries as a means of lay formation. The 
integration of Christian faith into the fabric of 
ordinary lay life will be emphasized. 

This course will meet on the following dates: 
January 29-30, February 26-27, March 26-27. 

Dolores Leckey 



Romance Languages 
and Literatures 



FACULTY 

Joseph D. Gauthier, S.J., Professor Emeritus; 
B.S., Trinity College; A.M., Boston College; 
S.T.L., Weston College; D.esL., Laval Univerity 

Guillermo L. Guitarte, Professor Emeritus; 
Profesorado, Filosofia y Letras, Buenos Aires 

Vera Lee, Professor Emeritus; A.B., Russell Sage 
College; A.M., Yale University; Ph.D., Boston 
University 

Marie L. Simonelli, Professor Emeritus; Dotre in 
Lettere e Filosofia, University of Florence; Libera 
Docenza in Filologia Romanza, Rome 

Joseph Figurito, Associate Professor Emeritus; A.B., 
Boston College; A.M., D.M.L., Middlebury Col- 
lege 

J. Enrique Ojeda, Professor; Licenciado, 
Universidad Catolica Del Ecuador; A.M., Ph.D., 
Harvard University 

Rebecca M. Valette, Professor; A.B., Mount 
Holyoke College; Ph.D., University of Colorado 

Norman Araujo, Associate Professor; A.B., A.M., 
Ph.D., Harvard University 

Matilda T. Bruckner, Associate Professor, Chair- 
person of the Department; A.B., Bryn Mawr Col- 
lege; M.P., Ph.D., Yale University 

Dwayne E. Carpenter, Associate Professor; B.A., 
M.A., Pacific Union College; Ph.D., University 
of California at Berkeley; Ph.D., Graduate Theo- 
logical Union at Berkeley 



Jeff Flagg, Adjunct Associate Professor; B.A., Uni- 
versity of Massachusetts; M.A., Brown Univer- 
sity; Ph.D., Boston University 

Rena A. Lamparska, Associate Professor; LLM, 
University of Wroclav; M.A., Catholic Univer- 
sity of America; Ph.D., Harvard University 

Betty Rahv, Associate Professor; A.B., Sweet Briar 
College; A.M., Middlebury College; Ph.D., Indi- 
ana University 

Elizabeth Rhodes, Associate Professor; B.A., Uni- 
versity of Richmond; M.A., Ph.D., Bryn Mawr 
College 

Harry L. Rosser, Associate Professor; B.A., Col- 
lege of Wooster; M.A., Cornell University; Ph.D., 
University of North Carolina at Chapel Hill 

Laurie Shepard, Associate Professor; B.A., 
Wesleyan University; M.A., Ph.D., Boston Col- 
lege 

Mary Ellen Kiddle, Adjunct Assistant Professor; 
B.S., University of Wisconsin; M.A., Middlebury 
College; M.A., University of California; Ph.D., 
Brown University 

Stephen C. Bold, Instructor, B.A., University of 
Richmond; M.A., Ph.D. (cand.), New York Uni- 
versity 

Ourida Mostefai, Instructor; Licence de Lettres, 
Universite de la Sorbonne, Nouvelle, Paris; M.A., 
Ph.D. (cand.), New York University 



PROGRAM DESCRIPTION 

M.A., M.A.T., and Ph.D. Programs 

The Department includes the fields of French, 
Italian, and Spanish (Peninsular and Spanish 
American) literatures. It offers Master's level pro- 
grams in all areas, with a concentration in one 
Romance literature and/or culture. These pro- 
grams are specially designed to develop and 
strengthen teachers at the secondary school level 
or to prepare teacher/scholars who may continue 
on to the Ph.D. In the Ph.D'. program, students 
specialize "vertically" in French or Spanish litera- 
ture or "horizontally" in a period or genre that 
crosses three Romance literatures. In this latter 
program, the Ph.D. in Medieval Studies is unique 
in the Boston area and one of the special strengths 
of Boston College. 

Prerequisites for Admission 

Students applying for admission to graduate de- 
gree programs in the Romance literatures must 
satisfy the following prerequisites: 

They must have achieved a general coverage 
of their major literature at the undergraduate 
level. A formal survey course, or a sufficient num- 
ber of courses more limited in scope, passed with 
distinction, satisfies that requirement. At least 4 
semesters of period or general courses in the 
major literature must be included in the student's 
undergraduate record, or as graduate work com- 
pleted at other institutions. 

The deadline for applications to the Gradu- 
ate School of Arts and Sciences is July 1 for Sep- 
tember admissions and the deadline for financial 
aid requests is March 1 . The Department strongly 
recommends that students apply by April 1 for 
September admissions and by February 1 for 
monetary support. 

Note: For more complete information con- 
cerning the graduate programs, please consult the 
Graduate Handbook of the Department of Ro- 
mance Languages and Literatures. 

I. Master of Arts Degree in French, Italian or 
Spanish Literature and Culture 

This Master's program is designed to prepare 
scholars and teachers who may wish to continue 
their work toward the Ph.D. The program en- 
ables students to acquire a broad understanding 
of the literature and culture of their area of spe- 
cialization (French, Italian, Peninsular Spanish or 
Spanish American). 

Candidates for the M.A. in Romance Litera- 
ture and Culture earn a minimum of thirty cred- 
its in a wide range of courses in one Romance lan- 
guage. Reading knowledge of a second language 
must be demonstrated. At the discretion of the 
student's advisor, any foreign language which is 
neither the major nor the student's native lan- 
guage may be offered in fulfillment of this re- 
quirement. 

The comprehensive oral examination of one 
hour's duration is based on course material and a 
reading list specified for French, Italian or Span- 
ish literature (or a choice of questions on French 
or Italian literature). 

Oral examinations, scheduled in October or 
April, are conducted in the target language. 



Graduate Arts and Sciences • Romance Languages and Litera i l ki s • 97 



II. Master of Arts Degree in Language and 
Culture 

This program is specifically designed to train cur- 
rent or prospective teachers at the secondary 
school level who want to work with greater em- 
phasis on their major field of undergraduate spe- 
cialization or strengthen their command of a sec- 
ond Romance language and its literature and cul- 
ture. With appropriate course work this program 
can lead to teacher certification. Candidates in 
other fields, such as International Business or 
Public Health, will also find this program valu- 
able, given its cultural and linguistic orientation. 

Of the thirty (30) credits taken in the Depart- 
ment of Romance Languages and Literatures, a 
minimum of twenty-four (24) should focus on a 
single language: French, Italian or Spanish. 

All candidates are expected to demonstrate 
oral proficiency at the Intermediate High level of 
the ACTFL Scale in an interview with a desig- 
nated faculty member. This requirement must be 
met before students are admitted to the oral com- 
prehensive examination. 

The one-hour oral comprehensive examina- 
tion covers the candidate's course work and two 
literary works specified in advance to be analyzed 
for their literary, linguistic and cultural content. 

III. Master of Arts Degree in Teaching 

Offered in cooperation with the School of Edu- 
cation, this program is designed to provide certi- 
fication and continued professional development 
for secondary school teachers of French, Italian 
or Spanish. 

Candidates for the M.A.T. in Romance Lan- 
guages and Literatures must earn 15 credits in 
their target language. Consult the Departmental 
Graduate Handbook concerning other require- 
ments. 

All candidates are expected to demonstrate 
oral proficiency at the Intermediate High level of 
the ACTFL Scale in an interview with a desig- 
nated faculty member. This requirement must be 
met before the students are admitted to the oral 
comprehensive examination. 

The one-hour oral comprehensive examina- 
tion covers the candidate's course work and five 
short literary works chosen in consultation with 
the student's advisor. 

IV. The Doctor of Philosophy Degree 

The Department of Romance Languages and 
Literatures offers doctoral students a course of 
study specially adapted to individual needs and 
designed to train effective scholars and teachers. 
Students may structure their programs according 
to one of two distinctive models: 

Plan I: Ph.D. in French or Spanish Literature 
and Culture: Students structure their programs 
according to a vertical specialization that gives 
broad coverage through the chronological devel- 
opment of one Romance language, literature, and 
culture (French or Spanish). 

Plan II: Ph.D. in Romance Literatures: 
Students structure their programs according 
to a lateral specialization that focuses on one pe- 
riod or genre in three different languages and lit- 
eratures. 



Plan I: Ph.D. in French or Spanish Literature 
and Culture 

• Broad Chronological Coverage: With the 
help of their advisors, students will select courses 
to develop broad coverage of their major litera- 
ture from the Middle Ages to the present. Given 
the nature of the comprehensive examinations, 
students are encouraged to take courses in all cen- 
turies. 

• Specialization: In addition to developing this 
general competence, students will specialize in a 
period according to one of the following options: 

a) French: any two consecutive centuries. (Excep- 
tions involving non-consecutive centuries are 
possible, with the approval of the advisor and the 
Director of Graduate Studies). 

b) Spanish: Middle Ages and Renaissance 
Golden Age 

Nineteenth and twentieth centuries 

Spanish-American literature 
(Exceptions to these options are possible, with 
the approval of the advisor and the Director of 
Graduate Studies.) 

• Related Graduate Courses: With the approval 
of their advisors, students may include in their 
doctoral program up to six credits earned in re- 
lated courses, if they are relevant to their field of 
specialization. These may include graduate 
courses in other Romance or non-Romance lit- 
eratures, language pedagogy, Fine Arts, History, 
Philosophy, etc. 

Plan II: Ph.D. in Romance Literatures 

• Lateral Coverage: Early in the program, the 
student should formulate a coherent program of 
studies in consultation with the advisor. Students 
select three Romance literatures and a period or 
genre that merits investigation across linguistic 
and national boundaries. The student may elect 
a non-Romance literature as the third literature 
with the approval of the advisor and the Director 
of Graduate Studies. 

• Medieval Studies: Given the particular 
strengths of Boston College, concentration in 
Medieval Studies is an important option within 
this lateral model. Students may choose any three 
of the following literatures: Medieval French, Ital- 
ian, Spanish, Provincial, or Latin. Students are 
encouraged, with the approval of their advisor, to 
include extradepartmental courses in their doc- 
toral program: 12 credits if they are entering with 
a B.A., 6 credits with an M.A. Boston College has 
a rich array of medieval offerings in Theology, 
Philosophy, History, Fine Arts, Literature, and 
Political Science. 

• Language Competence: For admission to the 
Romance Literatures Ph.D., applicants must have 
fluent command of at least one Romance language 
and a working knowledge of a second. The stu- 
dent must initiate the study of the third language 
as soon as possible, so as to develop graduate ca- 
pabilities in all three literatures within the time 
limits set for comprehensive examinations. 

Admission to the Ph.D. Programs 

• Students with a Master's Degree: Students 
accepted for the doctoral program are granted 
transfer credit for the M.A. or its equivalent, i.e., 
30 credits. The M.A. equivalency of foreign di- 
plomas is determined, whenever necessary, 
through communication with the Bureau of Com- 



parative Education of the Division of Interna- 
tional Education, Washington, D.C. 
• Students with a Bachelor's Degree: Students 
possessing the Bachelor's degree, or its equivalent, 
should achieve coverage of their major literature 
equal to that required for our M.A. in French or 
Spanish. After 30 credits, candidates will be evalu- 
ated with special attention before being allowed 
to continue on to the Ph.D. 

Degree Requirements 

1 . Students earn 60 credits (students entering with 
the BA.) or 30 credits (students entering with the 
M.A.) including 3 credits in the History of the 
Language in French or Spanish and 3 credits in 
RL 780: Colloquium on Literary Theory and 
Criticism. 

2 . Students must maintain an average of B or bet- 
ter in their courses. 

3. If the student's M.A. program did not include 
a second language examination, a translation test 
will be required as described for the M.A. in Lit- 
erature and Culture. 

4. A reading knowledge of Latin is required of all 
candidates and should be demonstrated early in 
the program. A reading knowledge of German is 
required only for candidates in Medieval Studies. 

5. One year of residence is required, in a fall- 
spring or spring-fall sequence. Teaching fellows 
of the Department fulfill the residence require- 
ment by taking two courses per semester while 
teaching two. Students not engaged in teaching 
and wishing to fulfill the residence requirement 
by taking three courses per semester must peti- 
tion the Department. During the year of resi- 
dence, the student must be registered at the Uni- 
versity and engaged in a program of course work 
approved by the Department. The residence re- 
quirement may not be satisfied by the candidate 
during the year in which he or she is engaged in 
writing his or her dissertation. Students should 
specify in writing to the Director of Graduate 
Studies which two semesters satisfy the residence 
requirement. 

6. Upon completion of all course work and lan- 
guage requirements, the doctoral student must 
pass oral and written comprehensive examina- 
tions. 

7. After passing the comprehensive examinations, 
the student discusses a dissertation topic with his 
or her thesis director. Using the guidelines speci- 
fied by the Graduate School, the student submits 
an official dissertation proposal to the thesis di- 
rector, who then circulates it in the Department 
for approval. The student will write the disserta- 
tion under the guidance of the thesis director and 
two readers. Dissertation topics may include a lit- 
erary study in the field of specialization, a study 
in comparative Romance literatures, a study in 
Romance philology, a scholarly edition of a text 
with full critical apparatus, and so on. The disser- 
tation should be based on original and indepen- 
dent research and demonstrate advanced schol- 
arly achievement. 

8. After approval by the thesis director and the two 
readers, the dissertation will be defended by the 
candidate in a one-hour oral defense open to the 
public. 



98 • Graduate Arts and Sciences • Romance Languages and Literatures 



Financial Assistance 

The following forms of financial assistance are 
available to students of the Department: Teach- 
ing Fellowships, Graduate Assistantships. 

Appointments and awards are competitive. 
They are based on the candidate's background 
and experience. For those seeking Teaching Fel- 
lowships, a personal interview is advisable. Stu- 
dents desirous of obtaining information about the 
terms of University financial assistance should 
consult the Financial Aid section of this catalog. 
Those who are interested in government grants 
should address themselves to the University Fi- 
nancial Aid Office. 

Further information on the Graduate Pro- 
gram in the Department of Romance Languages 
and Literatures can be found in the Department's 
Graduate Handbook, which may be obtained by 
writing to: Boston College, Department of Ro- 
mance Languages and Literatures, Chestnut Hill, 
Massachusetts 02 167. 

COURSE OFFERINGS 

All advanced literature and culture courses are 
open to undergraduate and graduate students, 
with the following distinctions generally applied: 
400, 500 and 600 level courses are primarily di- 
rected to undergraduates, but may also be taken 
for graduate credit; 700 and 900 level courses are 
primarily designed for graduate students, but ad- 
mit especially well-qualified undergraduates. 

Offerings in French, 1992-93 

RL 403 Introduction to Linguistics for Students 
of French Literature (S: 3) 

This course will be based primarily on an in-depth 
reading of Saussure's Cours de linguistique generale, 
a seminal text not only for the development of 
modern linguistic theory but also for 20th-cen- 
tury critical discourse, especially (but not only) in 
France. The student will acquire a basic knowl- 
edge of the central topics in modern descriptive 
linguistics (phonology, morphology, syntax, and 
semantics), especially as applied to the study of the 
French language. In addition we will survey im- 
portant texts of French structuralism (e.g. articles 
by Barthes, Todorov, Levi-Strauss, and Jakobson) 
to see how the idea of language's structure has 
influenced modern theories on the structure of 
discourse in general and, more specifically, theo- 
ries of literary criticism. At the end of the semes- 
ter we will consider briefly some broader ques- 
tions including "what is a grammar?" (Chomsky 
v. the structuralist linguists) and "what does lan- 
guage dor" (as asked by Austin, Benveniste, and 
others). Conducted in French. Stephen C. Bold 

RL 404 Paris: le quartier du Marais (S: 3) 

A new way to explore the cultural aspects of 
France-past and present-by means of an "inter- 
active" documentary on a communication-based 
software program which allows students to ex- 
plore the Marais either chronologically — in its lin- 
ear historical development, or topically — accord- 
ing to a single theme, such as art and architecture; 
government; politics; daily life; the nobility, the 
people, women and the family; etc. The videodisc 
component of this course will be accompanied by 
texts to be read and individual or team projects 
to be completed during the semester. Recom- 
mended for graduates in MAT. or M.A. pro- 



grams which include "culture" courses as part of 
their requirement. Betty T. Rahv 

RL 426 The Smiling Philosophers: Rabelais and 
Montaigne (F: 3) 

The French Renaissance radically "recenters" all 
arts, letters, and science on the human individual 
as the "microcosm" which represents and domi- 
nates the larger "macrocosm" surrounding him. 
In 16th-century France, this humanistic surge 
evolves from its inception in the comic genius of 
Rabelais to its culmination in the philosophical 
smile of Montaigne. Everything is measured "a la 
taille de l'homme" as the individual questions his 
moral and philosophical stance in the universe 
from a wholly new perspective. Taking the texts 
as our point of departure, we will study various 
critical interpretations of both Rabelais and 
Montaigne with some emphasis on Bakhtin's in- 
novative and influential notion of Rabelais' work 
as "carneval," and a close look at the "autobio- 
graphical" preoccupation of contemporary crit- 
ics as necessarily beginning in French literature 
with Montaigne's Essais. Betty T. Rahv 

RL 431 Masterpieces of 17th-century French 
Classical Literature (F: 3) 

This course will offer an advanced introduction 
to 17th-century French literature through a study 
of major works by leading writers of the period 
including Corneille, Moliere, Racine, Pascal, La 
Rochefoucauld, La Fayette, La Fontaine and 
Boileau. These authors will be studied in the con- 
text of the cultural and political history of the 
period. Conducted in French. Stephen Bold 

RL 443 1 8th-century French Theater: Staging 
Philosophy (F: 3) 

This course examines the controversy surround- 
ing the question of the theater in 18th-century 
France. We will focus on the role of the stage in 
the 18th century as a major instrument of philo- 
sophical and political propaganda for both the 
Enlightenment and its adversaries. The dramatic 
representation will be studied in the context of the 
reform of the theater. Plays by Lesage, Voltaire, 
Marivaux, Diderot, Sedaine and Beaumarchais 
will be read. Conducted in French. 

Ourida Mostefai 

RL 450 Rousseau: Myth and Interpretation (S: 3) 

In this course we will read closely the major texts 
of Rousseau: The Discours, La Lettre a d'Alembert, 
La Nouvelle Heloise, Du Contrat Social, Entile, Les 
Confessions and Les Reveries. We will study the re- 
ception of Rousseau's writings since the eigh- 
teenth century in order to analyze the myth sur- 
rounding the person and the writer. Modern in- 
terpretations of Rousseau's thought will be exam- 
ined. Conducted in French. Ourida Mostefai 

RL 458 "Contes et Nouvelles" in the Nineteenth 
Century (S: 3) 

While devoting proper attention to the general 
evolution of the conte in the nineteenth century, 
the course will center around the most significant 
works of Merimee, Maupassant, and Daudet. 

Norman Araujo 

RL 477-478 The French Novel in the Twentieth 
Century I & II (F: 3-S: 3) 

The twentieth century confrontation with issues 
of identity, art, death, sexuality, freedom, pathol- 
ogy, meaning, and writing itself will be examined 



through some of the important French and 
Francophone novels of the century. Starting with 
Proust's Combray and ending with Wittig's Les 
Gue'rilleres, readings will include works by Breton, 
Sartre, Gide, Butor, Sarraute, Hebert, and Ben 
Jelloun. The Department 

RL 483 20th-century Theater: Myth Revisited 

(S:3) 

This course will present modern reinterpretations 
of traditional myths and legends emphasizing how 
universal ethical issues raised in the original texts 
have been reinterpreted and adapted particularly 
to modern moral concerns. How the individual 
faces society, the gods, and oneself are three uni- 
versal themes we will consider, among others, in 
our readings, in our class discussions and in view- 
ing video-taped versions of a number of these 
myths. Conducted in French. Betty T Rahv 

RL 704 Advanced French Stylistics (S: 3) 

A variety of texts such as essays from Barthes' 
Mythologies, excerpts from Madame Bovary, short 
stories by Maupassant and Colette, as well as po- 
etry, magazine and newspaper articles and edito- 
rials will be used for intensive analysis, including 
translation and study of style and genre. These 
different discourses will serve as models for the 
students' own compositional work. 

The Department 

RL 705 History of the French Language (F: 3) 

The seminar will trace the transformation of Late 
Latin into Old French. Texts attesting to inter- 
mediary stages of the process will be studied as an 
introduction to the earliest linguistic and literary 
monuments of ancien francais including the 
Serments de Strasbourg and the Sequence of Saint 
Eulalie. The course will focus on the phonologi- 
cal, morphological, syntactic and lexical features 
of the major Old French literary dialects. Con- 
ducted in French. Laurie Shepard 

RL 71 1 Nobles and Beasts, Saints and 
Tricksters: Generic Exchanges in Medieval 
French Literature (S: 3) 

This course is designed to show how medieval 
storytellers can reuse and combine a common 
fund of materials to reshape the familiar into the 
new and different, transform the serious into the 
burlesque, cross the boundaries of comedy and 
tragedy, mix the religious and the profane. Works 
read in Modern French translation (with refer- 
ence to the original language as useful and/or 
desired) include: the Charroi de Nimes, the Vie de 
St. Alexis, the Jeu d'Adam, the Jeu de St. Nicolas, 
the Folies Tristan, and the Roman de Renart. 

Matilda Bruckner 

RL 752 Mirror or Mirage in the Realistic Novel? 

(F:3) 

The evolution of the realistic novel in the nine- 
teenth century as it appears in the works of 
Stendhal, Balzac, and Flaubert: Beylisme, 
Bovarysme, and the universe of the Comedie 
humaine. Norman Araujo 

Projected French Offerings, 1 993-94 

RL 41 1-412 Masterpieces of Medieval French 
Literature I & II (F: 3-S: 3) Matilda T. Bruckner 
RL 423 Poet's Lyre (F: 3) Betty T. Rahv 

RL 435 Tragic Heroes of 17th-century French 
Literature (F: 3) Stephen Bold 



Graduate Arts and Sciences • Romance Languages and Literatures 



99 



RL 446 Social Mobility in the 18th-century French 
Novel (F: 3) Ourida Mostefai 

RL 448 The French Revolution (S: 3) 

Ourida Mostefai 

RL 451 French Romanticism (S: 3) Norman Araujo 

RL 457 Passion Staged and Upstaged: 19th- 
century French Theater (F: 3) Norman Araujo 
RL 470 Surrealism (F: 3) The Department 

RL 479 20th-century French Poetry (S: 3) 

The Department 

RL 734 Poetic Ideals in the 17th Century (S: 3) 

Stephen Bold 

Projected French Offerings, 1 994-95 

RL 403 Introduction to Linguistics for Students of 
French Literature (F: 3) Stephen Bold 

RL 426 The Smiling Philosophers: Rabelais and 
Montaigne (S: 3) Betty Rahv 

RL 437 The Politics of Passion: 17th-century 
French Moralists (F: 3) Stephen Bold 

RL 441 The Age of Enlightenment: Theory or 
Fiction (F: 3) Ourida Mostefai 

RL 444 Diderot: Philosopher, Novelist & Critic 
(S: 3) Ourida Mostefai 

RL 452 Realism (S: 3) Norman Araujo 

RL 454 Hugo: The Romantic Revolution (F: 3) 

Norman Araujo 

RL 477-478 The French Novel in the 20th 
Century I & II (F: 3-S: 3) The Department 

RL 480 Autobiography/ Autocriticism (F: 3) 

Betty Rahv 

RL 490 Fictional Heroines/Ravages of Amour 
Passion (S: 3) Matilda Bruckner- 

RL 704 Advanced French Stylistics (S: 3) 

The Department 
RL 713 Birth of Medieval Vernacular Lyric: 
Provencal Poetry & the Flowering of Fin'amor 
(F: 3) Matilda Bruckner 

RL 733 17th-Century French Comedy and Satire 
(S: 3) Stephen Bold 

Offerings in Italian, 1992-93 

RL 521 Masterpieces of the Italian Renaissance I 

(F:3) 

The seminar will survey the major intellectual 
developments of the fifteenth-century Florentine 
Renaissance. The optimistic and influential con- 
tributions of the Civic Humanists, Neo- 
Platonists, and the writers of the circle of Lorenzo 
the Magnificent, especially Poliziano, and finally 
the crisis of the last decade of the century and the 
powerful voice of Savonarola will be the focus of 
discussion. Conducted in Italian. Laurie Shepard 

RL 522 Masterpieces of the Italian Renaissance 
II (S: 3) 

The seminar will survey the major literary works 
and genres of the sixteenth-century Renaissance 
Italy including the theater of Machiavelli, the 
chivalric epic of Ariosto, Castiglione's treatise on 
courtly manners, Machiavelli's advice to the 
prince, and the lyric poets with a special empha- 
sis on the poetry written by women. We will also 
discuss Renaissance critical theory and the debate 
over the establishment of an "Italian" literary lan- 
guage. Conducted in Italian. Laurie Shepard 

RL 553 19th-century Italian Literature 
(Romanticism and Verismo) (F: 3) 

This course deals with the development of Ro- 
manticism and Verismo in 19th-century Italy. The 
course will concentrate on reading and commen- 
tary of the major writings by Ugo Foscolo, 



Giacomo Leopardi, Alessandro Manzoni, Luigi 
Capuana and Giovanni Verga, and examine the 
literary traditions in which they wrote. Conducted 
in Italian. Rena Lamparska 

RL 569 20th-century Italian Novel 
(Decadentismo and Contemporary Novel) (S: 3) 

A general introduction to late 19th and 20th cen- 
tury Italian narrative. Readings include selected 
works by the major authors of the period: G. 
D'Annunzio, I. Svevo, L. Pirandello, A. Moravia, 
E. Vittorini, C. Pavese, V. Pratolini, E. Morante, 
A. Banti, I. Calvino. The course will emphasize 
the thematic and structural changes of the novel 
as a literary genre within the context of general 
cultural trends. Conducted in Italian. 

Rena Lamparska 

Projected Italian Offerings, 1993-94 

RL 506 Dante: La Divina Commedia (F: 3) 

Laurie Shepard 

RL 507 Boccaccio and Petrarca (S: 3) 

Laurie Shepard 

RL 544 Italian Comic & Tragic Theater of the 

18th Century (S: 3) Rena Lamparska 

RL 568 Theater of Pirandello (F: 3) 

Rena Lamparska 

Projected Italian Offerings, 1994-95 

RL 521-522 Masterpieces of the Italian 
Renaissance I & II (F: 3-S: 3) Laurie Shepard 

RL 553 19th-century Italian Literature 
(Romanticism and Verismo) (F: 3) Rena Lamparska 

RL 569 20th-century Italian Novel 
(Decadentismo and Contemporary Novel) (S: 3) 

Rena Lamparska 

Offerings in Spanish, 1 992-93 

RL 650 A Social and Intellectual History of 
Medieval Spain (F: 3) 

The focus of the course will be the interplay be- 
tween Jews, Christians, and Muslims in medieval 
Spain, for our purposes from 71 1-1492. We will 
examine a wide variety of literary, legal, religious, 
and historical sources. Students will have ample 
opportunity to pursue individual research inter- 
ests. All students must have a good reading knowl- 
edge of Spanish, and it would be useful to have 
some ability in Portuguese, Catalan, Latin, Ara- 
bic, or Hebrew. Conducted in Spanish. 

Dwayne E. Carpenter 

RL 655 Andean Novel (F: 3) 

This graduate course will examine the major char- 
acters in the Indian and "Mestizo" novel in Bo- 
livia, Ecuador and Peru. Works by Alcides 
Arguedas, Jorge Icaza, Jose Maria Arguedas, Ciro 
Alegria, Gonzalo Zaldumbide, Juan Leon Mera 
and others will be examined in the context of the 
sociological studies written on the "Mestizo" and 
the Indian of the Andes. Conducted in Spanish. 

J. Enrique Ojeda 

RL 656 Medieval Spanish Literature (F: 3) 

This course covers the evolution of Spanish lit- 
erature from 1100-1500. We will examine the 
development of oral literature, the beginnings of 
Spanish as a written language in the scientific and 
didactic prose of the High Middle Ages, and the 
first attempts at an artistic use of the vernacular 
in the late Middle Ages. Medieval social, religious, 
and historical currents will be emphasized as back- 
ground for understanding the texts. Conducted 
in Spanish. Dwayne E. Carpenter 



RL 658 Don Quijote (Spanish) (F: 3) 

This course is an in-depth study of Cervantes' 
greatest book and the literary tradition that in- 
spired it, as well as the one that it, in turn, made 
possible. Study of nineteenth- and twentieth-cen- 
tury interpretations of Don Quijote is included. 
Class and readings in Spanish. For advanced un- 
dergraduates and graduate students. 

Elizabeth Rhodes 

RL 667 Generation of '98 (S: 3) 

Detailed study of the essays, novels, poetry and 
theatre of the principal turn of the century writ- 
ers, Unamuno, Baroja, Antonio Machado, 
"Azorfn," and others. Irene Mizrahi 

RL 670 Spanish American Civilization (S: 3) 

The civilization and "culture" of a people is more 
than aesthetic expressions through its arts — be it 
architecture, sculpture, music, painting, theater 
and literature. It also integrates the customs, ideas 
and values of the people that determine it. The 
primary objective of this course is to explore the 
historical-aesthetic solidarity of a vast region of 
the world that continues to seek and establish its 
true Latin American identity. Conducted in Span- 
ish. Harry L. Rosser 

RL 680 Jorge Luis Borges (F: 3) 

An examination of Borges as a short story writer, 
and a close reading of Historia universal de la 
infamia, Ficciones, ElAleph, and some of his latest 
narratives. The course will start delineating some 
of his major themes, such as reality and image, the 
world as a book, his conception of time, the im- 
possible quest, etc. Conducted in Spanish. 

Guillemio Guitarte 

RL 934 Currents of Heresy in Catholic Imperial 
Spain (S: 3) 

Unamuno reminds us that all orthodoxy begins 
as heresy. This is nowhere more evident than in 
Golden Age Spain and the process of her rise and 
fall. This seminar examines the authors and texts 
that threatened Catholic Spain's global hegemony 
in the early sixteenth century, and the process 
leading to that network's breakdown. Of primary 
consideration are the intellectual and religious 
currents which prospered under the aegis of hu- 
manism, the historical and mythological power of 
the Spanish Inquisition as it molded humanism to 
political and religious ends, and the conservative 
impetus of censorship which brought an end to 
Spain's Golden Age. Literary and historic texts, 
including some unedited manuscripts and docu- 
ments, are studied in chronological order. 
Women writers are included among the heretics 
and women's participation in the cultural heresy 
(i.e. non-literary) is studied. Very advanced lan- 
guage skills required, familiarity with Spanish 
history recommended. Elizabeth Rhodes 

RL 961 The Dynamics of Dissent in the Spanish 
American Novel (F: 3) 

A study of the ideological formation and stylistic 
development of major Spanish American novel- 
ists of the 20th Century, with special attention to 
the "Boom" and "Post-Boom" periods. Works by 
such writers as Alejo Carpentier, Carlos Fuentes, 
Mario Vargas Llosa, Isabel Allende, Gabriel 
Garcia Marquez, Elena Poniatowska, among oth- 
ers, will be examined in detail. Focus on structure, 
characterization and use of language will lead to 



100 • Graduate Arts and Sciences • Slavic and Eastern Languages 



an understanding of the directions that genre has 
taken in recent decades. Conducted in Spanish. 

Harry L. Rosser 

RL 962 Modernismo y Vanguardia: The Swan 
and The Owl-The Lyric Poetry of Spanish America 

(S:3) 

The course intends to study the two most impor- 
tant periods in the development of Spanish 
American lyric poetry. The first half of the semes- 
ter will analyze the origins, development and final 
demise of the Modernismo, concentrating on its 
outstanding figures: mainly Marti and Ruben 
Darfo. The other half will study the Vanguardia 
tracing its multifaced programs and its influence 
exercised on the best known Spanish American 
poets of this century: Vallejo, Neruda, Carrera 
Andrade, Paz, among others. Conducted in Span- 
ish. J. Enrique Ojeda 

RL 966 Contemporary Spanish Drama (F: 3) 

An intensive examination of contemporary Span- 
ish theater, emphasizing the post-war period. The 
course will include theoretical readings, in addi- 
tion to primary texts. Irene Mizrahi 

Projected Spanish Offerings, 1993-94 

RL 656 Spanish American Romanticism (F: 3) 

J. Enrique Ojeda 
RL 659 Passion at Play: An Introduction to Golden 
Age Drama and Poetry (F: 3) Elizabeth Rhodes 

RL 663 Contemporary Spanish Novel (F: 3) 

Irene Mizrahi 
RL 675 Spanish American Essay (S: 3) 

Harry L. Rosser 

RL 677 Contemporary Spanish Poetry (S: 3) 

Irene Mizrahi 

RL 901 Stylistics Analysis (S: 3) Elizabeth Rhodes 
RL 905 History of the Spanish Language (F: 3) 

Dwane E. Carpenter 

RL 930 Cervantes (S: 3) Elizabeth Rhodes 

RL 970 Colonial Literature (F: 3) Harry L. Rosser 
RL 978 Spanish American Lyric Poetry (S: 3) 

J. Enrique Ojeda 

Projected Spanish Offerings, 1994-95 

RL 657 19th c. Liberales y Romanticos (F: 3) 

J. Enrique Ojeda 



RL 669 Escritoras Hispanicas (S: 3) Elizabeth Rhodes 

RL 670 Spanish American Civilization (S: 3) 

Harry L. Rosser 

RL 679 Contemporary Spanish Society, Literature 
and Film (S: 3) Irene Mizrahi 

RL 691 Spanish Lyric Poetry (F: 3) 

Dwayne E. Carpenter 

RL 935 Non-Canonical Approach to St. Teresa of 
Avila: Spanish Mysticism (F: 3) Elizabeth Rhodes 

RL 958 Age of Galdos (S: 3) J. Enrique Ojeda 

RL 964 Generation of '27 (S: 3) The Department 
RL 982 Spanish American Short Story (S: 3) 

Harry L. Rosser 

Language and Methodology Courses 
Offered in English, 1992-93 

RL 495 (ED 303) Second-Language Acquisition 

(F:3) 

A review of recent research in second language 
acquisition and its application to the classroom. 
Emphasis is placed on techniques for developing 
proficiency in listening, speaking, reading and 
writing. Students will analyze available audio-vi- 
sual materials and learn how to integrate these 
ancillaries into their instruction. This course ful- 
fills the Massachusetts certification requirements 
in Secondary Methods. Rebecca Valette 

RL 780 Colloquium: Modern Literary Theory 
and Criticism (S: 3) 

An introduction to selected movements that mark 
the development of literary criticism in the twen- 
tieth century (Stylistics, Russian Formalism, 
Structuralism, Reader Reception, etc.) with em- 
phasis on the practical evaluation and application 
of theoretical models. Required of all Romance 
Languages and Literatures doctoral candidates. 

Elizabeth Rhodes 

Projected Offerings in Language and 
Methodology Courses, 1 993-94 

RL 495 Second Language Acquisition (F: 3) 

Rebecca Valette 

RL 498 Oral Proficiency Testing (S: 3) 

Rebecca Valette 

RL 572 The Comparative Development of the 
Romance Language (S: 3) Laurie Shepard 



Slavic and Eastern Languages 



FACULTY 

Michael J. Connolly, Associate Professor, Chair- 
person of the Department; A.B., Boston College; 
Ph.D., Harvard University 

Michael B. Kreps, Associate Professor; Diploma, 
Leningradskij gosudarstvennij universitet; M.A., 
Ph.D., University of California (Berkeley) 

Margaret Thomas, Assistant Professor; B.A. Yale 
University; M.Ed., Boston University; A.M., 
Ph.D., Harvard University 

Jovina Y. H. Ting, Adjunct Assistant Professor; 
A.B., Guoli Taiwan Daixue; M.A., Kent State 
University; M.A., Harvard University; Ph.D., New 
York University. 



PROGRAM DESCRIPTION 

The Department administers three different 
Master-of-Arts degree programs: 

Russian Language and Literature 

Slavic Studies 

General Linguistics 

Additionally the Department participates in a 
program for the Master of Arts in Teaching 
(M.A.T.) with the Graduate Division of the 
School of Education. 

Admission 

For admission to M.A. candidacy in Russian or 
Slavic Studies, students must be able to demon- 
strate a working knowledge of the Russian lan- 
guage equivalent at the very least to the profi- 
ciency expected at the end of three years (ad- 
vanced level) of college study. They must also be 



acquainted with the major facts of Russian litera- 
ture and history. 

Students applying in General Linguistics, a pro- 
gram which stresses structural, semiotic and 
philological techniques with an emphasis on the 
interdisciplinary nature of Linguistics (i.e., not 
restricted to Slavic topics), should have a good 
preparation in languages, modern and ancient, 
some undergraduate-level work in Linguistics, 
and have done introductory work in the intended 
areas of concentration (e.g., psychology, speech 
therapy, mathematics). 

Since Slavic Studies and Linguistics programs 
involve a significant proportion of work in other 
departments of the University, candidates in these 
areas would be expected to meet the prerequisites 
for all such courses and seminars. 

Students must also be prepared, in the course 
of studies, to deal with materials in various lan- 
guages as required. A reading knowledge of 
French and German will almost always be needed, 
plus Latin and Greek for linguists. 

The Department welcomes, but does not re- 
quire, Graduate Record Examination scores. 

Students with an undergraduate degree who 
require preparation for admission to the M.A. 
may apply as special students. This mode of ap- 
plication is also suited to those who are looking 
for post-undergraduate courses without enrolling 
in a formal degree program. 

Degree Requirements 

All programs require: 

• a minimum often one-semester courses (thirty 
credits) in prescribed graduate-level course work; 

• three qualifying examinations, which a student 
must have passed by the end of the first year of 
full-time study or its equivalent; 

• two special-field examinations; 

• a supervised research paper of publishable qual- 
ity on an approved topic. 

The grades for the qualifying examinations, 
special-field examinations, and the research paper 
are reported to the Registrar as a single compre- 
hensive-examination grade. Comprehensive ex- 
amination sectors are in written or oral format, 
depending on the nature of the subject matter. 

The Department has exemption procedures 
to allow limited substitution of requirements. A 
student may apply up to two courses (6 credits) 
of advanced work at other universities or research 
institutes toward program requirements if this 
work has not been previously applied to an 
awarded degree. 

COURSE OFFERINGS 

Graduate-level courses offered annually are so 
marked; all other courses are offered as parts of 
varying course cycles, and information for any 
given year may be found in the Registrar's Sched- 
ule of Courses. 

Courses numbered below 300 do not normally 
apply for graduate degree credit but are open to 
interested graduate and special students. Full de- 
scriptions of such courses appear in the Under- 
graduate Catalog. 

SL 007-008 Introduction to Arabic I/II 
SL 009-010 Elementary Chinese I/II 
SL 023-024 Elementary Japanese I/II 



Graduate Arts and Sciences • Slavic and Eastern Languages • 101 



SL 027-028 (EN 093-094) Introduction to 

Modern Irish I/II 

SL 033-034 Elementary Russian (Intensive) I/II 

SL 051-052 Intermediate Russian I/II 

SL 061-062 Intermediate Chinese I/II 

SL 063-064 Intermediate Japanese 

SL 065-066 Continuing Arabic I/II 

SL 067-068 (EN 097-098) Continuing Modern 

Irish I/II 

SL 1 1 1-1 12 (EN 041-042) English for Foreign 

Students: Intermediate I/II 

SL 113-1 14 (EN 043-044) English for Foreign 

Students: Advanced I/II 

SL 157-158 Praktika russkoj rechi I/II 

SL 163-164 Chukyu kaiwa I/II 

SL 205 Tolstoy and Dostoevsky (in translation) 

SL 206 (EN 206) (SC 206) Language, Society, 
and Communication 

SL 216 (EN 552) Poetic Theory 

SL 221 (TH 198) The Language of Liturgy 

SL 222 Classics of Russian Literature (in 

translation) 

SL 227 Advanced Russian Grammar 

SL 230 Russian Literature of the Fantastic (in 
translation) 

SL 234 The Polish Language 

SL 240 The Contemporary Russian Novel (in 
translation) 

SL 243 Image and Icon in Russian Literature (in 
translation) 

SL 245-246 Advanced Chinese I/II 

SL 257-258 Advanced Japanese I/II 

SL 260 (EN 100) Advanced Readings in 
Modern Irish 

SL 261 Love and Nature in Far Eastern 

Literatures (in translation) 

SL 262 Gods and Men in Far Eastern 

Literatures (in translation) 

SL 263 Far Eastern Civilizations 

SL 264 The Western Discovery of the East 

SL 265 The Dissonant Muse 

SL 307 Russian Drama (3) 

A close study of selected works in this genre from 
Fonvizin through Tolstoj, Chexov, Blok and 
Majakovskij to the modern theater. The structure 
of the drama and the techniques of the romantic 
and the realist will be examined. Lectures and 
readings entirely in Russian. Offered triennially 

Michael B. Kreps 

SL 308 Dostoevskij and Tolstoj (3) 

A study and analysis of realism in the works of two 
of Russia's most influential writers. Readings and 
selected criticism. Conducted in Russian. Offered 
triennially Michael B. Kreps 

SL 31 1 (EN 527) General Linguistics (F: 3) 

An introduction to the history and techniques of 
the scientific study of language in its structures 
and operations: articulatory and acoustic phonol- 
ogy, morphological analysis, historical recon- 
struction, and syntactic models. Offered annually 

M.J. Connolly 



SL 316 Old Church Slavonic (F: 3) 

The origins and development of the Slavic lan- 
guages; the linguistic structure of Old Church 
Slavonic and its relation to modern Slavic lan- 
guages illustrated through readings in Old 
Church Slavonic texts. 

Recommended: Prior study of a Slavic language. 
Offered biennially M.J. Connolly 

SL 317 Old Russian (F: 3) 

An intensive study of the grammar and philology 
of Old Russian and early East Slavic; readings in 
Russian secular and religious texts from the 
Kievan period through the seventeenth century; 
Russian Church Slavonic as a liturgical language. 
Recommended: Prior study of a Slavic language. 
Offered biennially M.J. Connolly 

SL 320 Pushkin and Gogol' (3) 

Close readings of the major works of Pushkin and 
Gogol' as well as related works of Lermontov. 
Individual literary techniques and styles are stud- 
ied against the background of Russian romanti- 
cism and the transition to Russian realism. Con- 
ducted in Russian. Offered triennially 

Michael B. Kreps 

SL 321 Turgenev and his Contemporaries (3) 

The aesthetic and ideological values of 
Turgenev's works; Turgenev's role in literary 
circles of the mid- 19th century in Russia and 
abroad. Students also explore writings of the pe- 
riod (e.g,. Goncharov and Ostrovskij) for their 
polemical and ideological content. Conducted in 
Russian. Offered triennially Michael B. Kreps 

SL 325 (EN 528) Historical Linguistics (S: 3) 

The phenomenon of language change and of lan- 
guages, dialects, and linguistic affinities, examined 
through the methods of comparative linguistics 
and internal reconstruction. Offered triennially 

M.J. Connolly 

SL 327 Sanskrit (S: 3) 

The grammar of the classical language of India, 
supplemented through reading selections from 
the classical literature and an introductory study 
of comparative Indo-Iranian linguistics. Offered 
triennially M.J. Connolly 

SL 328 Classical Armenian (S: 3) 

A grammatical analysis of Armenian grabar, the 
classical literary language current from the fifth 
century A.D. Sample readings from the Classical 
Armenian scriptural, patristic, liturgical, and his- 
torical texts. Offered triennially M.J. Connolly 

SL 332 The Russian Short Story (3) 

The development and structure of the Russian 
rasskaz and povest' from the 16th through the 20th 
centuries. Readings in Russian. 
Offered triennially Lawrence G. Jones 

SL 333 Introduction to the West Slavic 
Languages (S: 3) 

A grammatical and phonological study of a fea- 
tured West Slavic language (Czech, Polish or Slo- 
vak), structural sketches of the other West Slavic 
languages, inductive readings in West Slavic texts. 
Recommended: Prior study of a Slavic language. 
Offered biennially Lawrence G. Jones 

SL 334 Introduction to the South Slavic 
Languages (S: 3) 

A grammatical and phonological study of a fea- 
tured South Slavic language (Serbo-Croatian, 



Bulgarian, Slovenian or Macedonian), structural 
sketches of the other South Slavic languages, in- 
ductive readings in South Slavic texts. 

Recommended: Prior study of a Slavic language. 
Offered biennially Lawrence G. Jones 

SL 339 (EN 234) Semiotics and Structure (3) 

Theoretical and practical considerations for the 
use of modern semiotic and structural techniques 
in the analysis of paralinguistic systems, literature, 
mythology and other products of social commu- 
nication. Offered triennially Lawrence G. Jones 

SL 342 Seminar in Russian Poetry (3) 

Detailed study of the style, structure and thematic 
content of works from a selected group of Rus- 
sian poets. Texts in Russian. Offered biennially 

Lawrence G. Jones 

SL 343 (EN 512) Old Irish (S: 3) 

A descriptive and historical examination of the 
linguistic features of Old Irish among the Celtic 
and Indo-European languages; the reading of 
Early Irish texts. Offered triennially 

M.J. Connolly 

SL 344 (EN 392) Syntax and Semantics (S: 3) 

An introduction to the concepts and operations 
of modern transformational-generative grammar 
and related models. Linguistic theories of mean- 
ing. Offered triennially M.J. Connolly 

Margaret Thomas 

SL 348 Chexov (3) 

A close reading in Russian of some of Chexov's 
major prose, along with a survey of the critical 
literature on his works and a brief study of the 
influence of his style on later Russian writers. 
Offered triennially Lawrence G. Jones 

SL 349 Advanced Russian Writing and 
Translation (S: 3) 

A study of the subtleties of Russian syntax, vo- 
cabulary and style through extensive analytic 
reading and through both imitative and original 
writing; the theory and practice of preparing re- 
fined translations both from and into Russian. 
Conducted entirely in Russian. Offered annually 

Michael B. Kreps 

SL 352 Russian Literary Humor and Satire (3) 

A survey of theories of humor with readings from 
selected Russian satirical and comic literature 
from the 18th to the 20th century. Conducted 
entirely in Russian. Offered triennially 

Michael B. Kreps 

SL 353 Romantizm v Russkoj Literature (3) 

A study of Romanticism in Russian poetry, drama, 
and narrative literature of the 19th century. A 
close analysis of the features of this literary move- 
ment in works of Zhukovskij, Marlinskij, Pushkin, 
Lermontov and others. Romantic literature as a 
genre within a larger European framework. Con- 
ducted entirely in Russian. Offered triennially 

Michael B. Kreps 

SL 358 The Linguistic Structure of Japanese (3) 

The phonological and writing systems of Japanese 
and their origins; fundamentals of Japanese syn- 
tax and characteristics of Japanese vocabulary. 

A linguistic outline of the Japanese language 
for students with some previous exposure to Lin- 
guistics or to Japanese (but not necessarily to 
both). Offered biennially Margaret A. Thomas 



102 • Graduate Arts and Sciences • Sociology 



SL 360 (EN 660) The Teaching of English as a 
Foreign Language (3) 

An overview of theories of foreign-language ac- 
quisition and an examination of classic problems 
in the teaching and learning of English by speak- 
ers of other languages. For students with a pro- 
fessional interest in teaching English to non-na- 
tive speakers, for those interested in the structure 
of the English language, and for those curious 
about how adults learn a foreign language. 

Recommended: Previous coursework in Lin- 
guistics or familiarity with at least one foreign 
language. Offered annually Margaret A. Thomas 

SL 361 Psyc hoi ingui sties 

An exploration, from a linguistic perspective, of 
some classic issues at the interface of language and 
mind. Topics include: the organization of lan- 
guage in the human brain; the acquisition of lan- 
guage acquisition both by children and by adults; 
animal communication; the psychological reality 
of grammatical models; the innateness hypothesis; 
the production, perception, and processing of 
speech. 

Recommended: Some background in Linguis- 
tics or Psychology. Offered biennially 

Margaret A. Thomas 

Research Courses 

The following tutorials and courses of reading and 
research are intended solely for students who have 
exhausted present course offerings or are doing 
thesis work on advanced topics. The precise sub- 
ject matter and scheduling are determined by ar- 
rangement and such courses may be repeated for 
credit. 

SL 388 Senior Honors Project 
SL 390 Advanced Tutorial: Russian Language 
SL 391 Advanced Tutorial: Russian Literature 
SL 392 Advanced Tutorial: Linguistics 
SL 393 Advanced Tutorial: Chinese 
SL 394 Advanced Tutorial: Slavic Linguistics 
SL 395 Advanced Tutorial: Japanese 
SL 396 Advanced Tutorial: Polish 
SL 399 Scholar-of-the-College Project 

SL 791 Russian Literature: Reading and 
Research 



SL 792 Linguistics: Reading and Research 
SL 794 Slavic Linguistics: Reading and 
Research 

SL 888 M.A. Interim Study 

Other Courses 

Other courses in the Department's repertory, 
offered on a non-periodic basis, include: 
SL 059 Readings from Russian Intellectual 
History 

SL 225 Russian Folklore (in translation) 

SL 226 Readings in Russian Short Prose 

SL 231 Slavic Civilizations 

SL 233 (EN 571) Applied English Grammar 
and Style 

SL 2 3 5 Chekhov's Plays and Stories (in 
translation) 

SL 236 A Survey of Polish Literature (in 
translation) 

SL 237 Sounds of Language and Music 

SL 238 The Language of Computing 

SL 244 (EN 099) The Irish Language 

SL 254 (TH 154) History of Eastern Orthodoxy 

SL 305 History of the Russian Language 

SL 306 Russian Literary Research 

SL 3 1 2 The Indo-European Languages 

SL 3 1 3 Structural Poetics 

SL 3 14 Old Persian and Avestan 

SL 3 1 5 The Czech Language 

SL 322 The Structure of Modern Russian 

SL 3 3 5 Early Russian Literature 

SL 337 Comparative Slavic Linguistics 

SL 338 Tolstoy & Solzhenicyn 

SL 341 The Study of Russian Literature 

SL 351 Topics in Linguistic Theory 

SL 354 Bulgakov, Pasternak, Solzhenicyn 

SL 355 Linguistics and Computing 

SL 356 Classics in Linguistics 

SL 359 The Structure of Biblical Hebrew 

Information on these courses and their availabil- 
ity may be received from the Department. 



S O C I O L 

FACULTY 

John D. Donovan, Professor Emeritus; A.B., A.M., 
Boston College; Ph.D., Harvard University 

Severyn T. Bruyn, Professor; A.B., A.M., Ph.D., 
University of Illinois 

Charles K. Derber, Professor; A.B., Yale Univer- 
sity, Ph.D., University of Chicago 

William A. Gamson, Professor; A.B., Antioch 
College, A.M., Ph.D., University of Michigan 

Jeanne Guillemin, Professor; A.B., Harvard Uni- 
versity; A.M., Ph.D., Brandeis University 

Lynda Lytle Holmstrom, Professor; B.A., 
Stanford University; A.M., Boston University; 
Ph.D., Brandeis University 



o 



Y 



David A. Karp, Professor; A.B., Harvard College; 
Ph.D., New York University 

Ritchie P. Lowry, Professor; A.B., A.M., Ph.D., 
University of California at Berkeley 

David Horton Smith, Professor; A.B., University 
of Southern California; A.M., Ph.D., Harvard 
University 

John B. Williamson, Professor; B.S., Massachu- 
setts Institute of Technology; Ph.D., Harvard 
University 

Paul S. Gray, Associate Professor; A.B., Princeton; 
A.M., Stanford University; A.M., Ph.D., Yale 
University 



Sharlene J. Hesse-Biber, Associate Professor, 
Chairperson of the Department; A.B., A.M., Ph.D., 
University of Michigan 

Seymour Leventman, Associate Professor; A.B., 
Washington State College, Chicago; A.M., Indi- 
ana University; Ph.D., University of Minnesota 

Michael A. Malec, Associate Professor; B . S . , Loyola 
University; M.S., Ph.D., Purdue University 

Stephen J. Pfohl, Associate Professor; B. A., Catho- 
lic University of America; M.A., Ph.D., Ohio 
State University 

Paul G. Schervish, Associate Professor; A.B., Uni- 
versity of Detroit; A.M., Northwestern Univer- 
sity; M.Div., Jesuit School of Theology at Berke- 
ley; Ph.D., University of Wisconsin 

Eve Spangler, Associate Professor; A.B., Brooklyn 
College; A.M., Yale University; M.L.S., South- 
ern Connecticut State College; Ph.D., University 
of Massachusetts 

Diane Vaughan, Associate Professor; B.A., M.A., 
Ph.D., Ohio State University 

Lisa Fuentes, Assistant Professor; B.A., University 
of the Americas, Mexico; A.M., University of 
California; A.M., Ph.D., Stanford University 

PROGRAM DESCRIPTION 

Master's Program 

Admissions: Superior students, regardless of their 
undergraduate area of specialization, are encour- 
aged to apply. Applicants should submit, in addi- 
tion to the usual transcripts and letters of refer- 
ence, a statement of purpose and any other infor- 
mation which might enhance their candidacy. 
GRE's are recommended but not required. Per- 
sonal interviews, when practical, are desirable. 
Applications should be forwarded to the Depart- 
ment Graduate Admissions Committee. 

Degree Requirements: a) thirty credit hours, includ- 
ing: 1) theory proseminar (two semesters), 2) ad- 
vanced research methods, 3) bivariate and multi- 
variate statistics (two semesters), and b) a Master's 
paper or thesis. 

Doctoral Program 

Admissions: The Ph.D. program prepares students 
for careers as college and university faculty and 
as researchers and decision makers in business, the 
public sector, and not-for-profit organizations. 
The primary criteria for admission are academic 
performance and promise of outstanding inde- 
pendent work. (See also Master's statement 
above.) 

Degree Requirements: a) Twenty- four credit hours 
above the M.A. level including one additional 
methods or statistics course; b) one year residency; 
c) Ph.D. qualifying examination; and d) disserta- 
tion and oral defense. 

Program in Social Economy and Social 
Justice (M.A. and Ph.D.) 

The SESJ program at Boston College is designed 
for students who wish to combine the pursuit of 
an academic degree with active efforts in the fields 
of social economy and/or social justice. The pro- 
gram prepares students for careers which inte- 



Graduate Arts and Sciences • Sociology • 103 



grate the worlds of scholarship and social action, 
whether inside or outside academic contexts. The 
program provides both analytic and practical re- 
search skills that will help you to understand and 
work in the areas of social economy and social 
justice more effectively. 

M.B.A./Ph.D. Program (M.B.A./M.A. 
also offered) 

The Department and the Graduate School of 
Management administer this joint degree pro- 
gram, training social researchers, providing them 
with a systematic understanding of the business 
and workplace environment, and training manag- 
ers in social research techniques appropriate to 
their needs. The program is interdisciplinary, 
focusing on topics such as corporate responsibil- 
ity and accountability, social investment, work- 
place democracy, and industrial relations. 

Financial Assistance 

The Department has a limited number of cash 
awards in the form of assistantships and tuition 
waivers. Awards are made on the basis of academic 
performance, need, experience and skill, as well 
as Department needs. Application should be made 
to the Department Graduate Admissions Com- 
mittee. 

Other Information 

The Department publishes a brochure on its 
graduate programs, and a more detailed "Guide 
to Graduate Study" is available on request. 

COURSE OFFERINGS 

SC 338 Probation: Theory and Practice, I (F, S: 3) 

This course provides students an opportunity for 
fieldwork experience as volunteer interns in the 
Probation Office at a nearby District Court, 
where they serve as court aides and assistants to 
judges and to adult and juvenile probation staff. 
A minimum of ten hours of service is required, to- 
gether with appropriate readings and the keeping 
of a journal. Students are urged to plan to take the 
course during both semesters in order to derive maxi- 
mum benefit from the experience. Permission of 
instructor is required. Benedict S. Alper 

SC 339 Probation: Theory and Practice II (F, S: 3) 

Optional continuation of SC 338. 

Benedict S. Alper 

SC 346 American Economic Crisis and Social 
Change (S: 3) 

This course presents an analysis of foreign and 
domestic economic crises facing the United States 
in a fiercely competitive global economy. The first 
part of the course explores the question of Ameri- 
can decline relative to Japan and other competi- 
tors, multinational corporations and the problem 
of de-industrialization, American and Third 
World debt, and new domestic inequality. The 
second part of the course considers innovative 
social and political strategies for revitalization, 
including new government strategies such as eco- 
nomic conversion and "industrial policy," as well 
as new corporate strategies such as worker par- 
ticipation and workplace democracy. 

Charles K. Derber 

SC 351 Power in Contemporary Society (F: 3) 

This course examines the types and uses of power 
in contemporary society, forms of power, and 



major historical changes. Also examined are the 
role of ruling classes and elites, multinational 
corporations, the military (including the CIA), 
and political decision making by national leaders. 
Of particular importance will be a consideration 
of the characteristics of modern warfare, the lim- 
its of its use as an aspect of foreign policy, and 
alternatives to war. Ritchie P. Lowry 

SC 357 Sociology of Organizations (S: 3) 

This is an introductory course that will be divided 
into two parts. The first part will focus on orga- 
nization structure and internal processes, and how 
these factors affect the organization's ability to 
meet its goals as well as how they affect the lives 
of the organization members. The second part of 
the course will focus on organizations within the 
context of their environments. How does the en- 
vironment affect the organization, and how do 
organizations affect and manage their own envi- 
ronments? J. Joseph Burns 

SC 358 Internship in Mediation, Restitution and 
Victim Compensation I (F, S: 3) 

Settlement of disputes and conflicts outside of the 
traditional criminal court process by means of 
mediation, arbitration and restitution, is one of 
the fastest growing areas of the law. Restitution 
gives a new role to victims in criminal cases. This 
course provides students with an opportunity to 
see first hand the operation of these programs in 
the Greater Boston area and to participate in the 
conflict resolution process. One full day or two 
half-days a week are required. Peimission of instruc- 
tor is required. Benedict S. Alper 

SC 378 (PS 600) (SW 600) Introduction to Social 
Work (F, S: 3) 

The purpose of this course is to give students an 
overview of the field of social work. Starting with 
a discussion of the history of social work and the 
relevance of values and ethics to the practice of 
social work, the course then takes up the various 
social work methods of dealing with individuals, 
groups, and communities and their problems. In 
addition to a discussion of the theories of human 
behavior that apply to social work interventions, 
the course also examines the current policies and 
programs, issues, and trends of the major settings 
in which social work is practiced. 

Regina O'Grady-LeShane 

SC 380 Clinical Sociology (S: 3) 

William A. Harris 

SC 422 Issues and Topics in Criminology (F, S: 3) 

This independent study course provides the stu- 
dents an opportunity to engage in a variety of 
projects (limited only by their interest and imagi- 
nation) in both field and library research or as 
volunteer interns in a program or agency con- 
cerned with any aspect of crime and delinquency. 
Approval will be given to any well-planned project 
which the student may care to pursue, after a re- 
view of the project by the instructor and periodic 
evaluations thereafter of student progress. Permis- 
sion of instructor is required. Benedict S. Alper 

SC 439 American Society in the Vietnam 
Decade (F: 3) 

An examination of American society as the first 
new nation and first mass society. Tracing the 
cultural and institutional foundations and devel- 
opments of modern-day America, emphasis is on 



the structural roots producing the crises of the 
1960s, the Vietnam Decade. Seymour Leventman 

SC 468 (ED 349) Sociology of Education (S: 3) 

This course will examine the scope and usefulness 
of the sociology of education. A number of criti- 
cal problems will be examined such as: How does 
schooling influence socialization, the social orga- 
nization of knowledge, and the structure of eco- 
nomic opportunity? How do schools as formal 
organizations transmit and institutionalize social 
norms and habits? How do the dynamics of edu- 
cational organization work? Does education gen- 
erate inequality by reproducing social classes? Are 
there any relationships between educational 
achievement and economic opportunity? What 
role does schooling play in modernization and 
social change in less developed societies? The 
course approaches these problems from the diver- 
sity of theoretical approaches and the diversity of 
applications of the sociological knowledge to the 
understanding of education. Ted I. K. Youn 

SC 491 Sociology of the Third World (S: 3) 

A sociological explanation of historical and con- 
temporary events in Asia, Africa, and Latin 
America. This course ties together themes of so- 
cial, political, and economic development. Em- 
phasis is placed on the role of emerging institu- 
tions — political parties, bureaucracies, businesses, 
trade unions, armies, etc. — in meeting the chal- 
lenges of dependency and modernization. 

Paul S. Gray 

SC 509 Feminism and Methodology (S: 3) 

This course examines a range of feminist and sci- 
ence literature which is concerned with issues of 
methodology. We address the following: 1 ) What 
are the basic assumptions concerning the scien- 
tific method in the existing social science litera- 
ture? 2) Is there a feminist methodology? 3) To 
what degree is science a "cultural institution" in- 
fluenced by economic, social and political values? 
4) To what extent is science affected by sexist at- 
titudes and to what extent does it reinforce them? 
We will examine several research studies which 
employ a "feminist methodology" and those 
which do not. SharlcneJ. Hesse-Biber 

SC 51 1 Fieldwork Methods (S: 3) 

This is a one-semester course in the theory and 
practice of fieldwork. Students will develop and 
sharpen analytic and observational skills by doing 
fieldwork in settings of their choice. Topics cov- 
ered include: gaining access, research ethics, es- 
tablishing rapport, creating social theory from 
data, etc. Paul S. Gray 

SC 527 The Evolution of Culture (F: 3) 

This course is an anthropological and sociologi- 
cal study of the origins and development of cul- 
tural life. We will spend the first weeks looking 
at pre-human development before examining the 
evolution of society. The subject matter will cover 
the evolution of sex, politics, kinship, religion, 
music, dance, myth, language and the economy. 

Severyn T. Bruyii 

SC 544 International Organizations (S: 3) 

This course is designed for students interested in 
the social and political structure of world affairs. 
We will examine the role of world law, world 
government, a world court system, multinational 
corporations, the world organization of churches 



104 • Graduate Arts and Sciences • Sociology 



and other types of international organizations that 
bear on the issues of war and peace. While some 
students may be interested in exploring the com- 
plex structures of one such organization, the fo- 
cus of the course will be on the interrelationships 
of organizations, their comparative structures, 
their normative life, and their conjoining influ- 
ences as they serve potentially to lay the founda- 
tion for a world community. Seveiyn T. Brtiyn 

SC 545 Urban Life and Culture (F: 3) 

This course examines the dominant images of 
urban life held both by social scientists and mem- 
bers of the society. Since the central motif of the 
course will be on the "social psychology" of city 
life, our guiding question throughout the semes- 
ter will be: "How do persons give meaning to, 
adapt to, and make intelligible their lives as city 
dwellers?" Special attention will be given to gaps, 
omissions and deficiencies in traditional sociologi- 
cal treatments of urban life. Among the key top- 
ics treated will be: 1) the analysis of city life in 
classical sociological theory, 2) the meaning of 
community, 3) the organization of public place 
behavior, 4) urban tolerance, 5) urban social prob- 
lems, and 6) the connection between urbanism 
and suburbanism. David A. Karp 

SC 549 Social Theory and Social Policy (F: 3) 

From the end of President Roosevelt's New Deal 
to the 1960s was a period of unbounded optimism 
in the belief that both public and private social 
policy could resolve America's (and the world's) 
social problems because of the country's wealth 
and political power. By the 1980s, this view was 
replaced by a general pessimism. This seminar 
will examine why this change took place and, es- 
pecially, what impact it had upon the social theo- 
ries which were the basis of earlier social policies. 
The seminar will consider new, more democratic, 
and more responsive theories and polices, as a 
response to the current malaise and general fail- 
ure of most public and private social policies. 

Ritchie P. Lowry 

SC 564 Seminar on Medical and Family 
Sociology (S: 3) 

This seminar will focus on student research 
projects in the area of medical sociology. Permis- 
sion of the instructor is required. 

Lynda Lytle Hohnstrom 

SC 571 The American Economy and Its Future 

(F:3) 

This course is designed for students who want to 
study the economy from a sociological perspec- 
tive. The market economy in this case will be 
viewed as having the potential for social self-regu- 
lation and the possibility of operating competi- 
tively in the public interest. We will look at meth- 
ods for reducing government controls by trans- 
ferring agencies into the private sector as socially 
accountable enterprises with a capacity to imple- 
ment public norms. Attention will be given to 
changes taking place in Eastern Kurope. 

Severyn T. Bruyn 

SC 578 Corporate Social Responsibility (S: 3) 

Contemporary capitalism is in crisis as a result of 
the general lack of social responsiveness on the 
part of corporate executives, shareholders, inves- 
tors, and other economic stakeholders. In re- 
sponse, movements have arisen in recent decades 



to respond to this crisis, including: socially re- 
sponsive investing, shareholder and consumer 
action, and corporate training in ethics. This 
seminar, through shared readings and discussions, 
will consider the ways in which these movements 
are responding to the crisis in capitalism. We will 
consider alternative and more productive forms 
of economic and business conduct. 

Ritchie P. Loiviy 

SC 702 Introduction to Statistics and Data 
Analysis (F: 3) 

This course will introduce the student to the ba- 
sic statistical concepts used in social research: 
centrality and dispersion, correlation and associa- 
tion, probability and hypothesis testing, as well as 
provide an introduction to the B.C. computer 
system and the SPSSX data analysis package. 
There are no prerequisites. Michael A. Malec 

SC 703 Multivariate Statistics (S: 3) 

This is a very applied course with a focus on cross- 
sectional regression related techniques. It assumes 
a knowledge of the material covered in SC 200. 
Thus it assumes a solid background in SPSS as 
well as a basic course in statistics. In connection 
with regression we consider: data transformations, 
analysis of residuals and outliers, path analysis, 
covariance analysis, interaction terms, quadratic 
regression, dummy variables, and stepwise regres- 
sion. Also covered are: n-way ANOVA, multiple 
classification analysis, discriminant analysis, fac- 
tor analysis, and reliability analysis. Our focus is 
on data analysis, not on the mathematical foun- 
dations of the statistical procedures considered. 

John B. Williamson 

SC 704 Topics in Multivariate Statistics (F: 3) 

This course is designed for students in sociology, 
nursing, education, social work, psychology, or 
political science with a prior background in sta- 
tistics at the level of SC 703. It would assume a 
strong grounding in multiple regression and a 
solid working knowledge of SPSS. Among the 
procedures covered will be matrix algebra, log- 
linear analysis, logistic regression, recursive and 
nonrecursive causal modeling (including path 
analysis), and discriminant function analysis. Stu- 
dents will read about each technique, read articles 
using the technique, and do exercises using the 
technique. Students who so elect may as an alter- 
native focus on one statistical method and one 
major project that will be a paper prepared in the 
format of a journal article. Students who are con- 
sidering this option are urged to see me in advance 
as I want to be sure we have or can find the data 
the student will be using. John B. Williamson 

SC 710 Advanced Research Methods (F: 3) 

This course presents the wide range of alterna- 
tive research methods available to the social re- 
searcher. Among those considered: survey re- 
search, observational field research, intensive in- 
terviewing, experimental research, historical 
analysis, and content analysis. Considerable atten- 
tion is given to comparisons among these alter- 
native methods and to an assessment of the rela- 
tive strengths and limitations of each. In the con- 
text of discussing these alternative research meth- 
ods, attention is given to problem formulation, 
measurement, reliability, validity, sampling, and 
ethical considerations; such issues must be taken 



into consideration by all who engage in social 
research. A great deal of attention will be given 
to issues related to research design. 

Sharlene Hesse-Biber 

SC 71 1 The Sociological Craft (S: 3) 

The major focus of this seminar will be on the 
craft of writing. The course is premised on the 
idea that development of one's skills as a writer 
requires constant feedback and constructive criti- 
cism. We will do some reading on the process of 
writing and discuss pieces of sociological work 
that class members judge as combining analyti- 
cal power and graceful expression. The main work 
of the seminar, however, will consist of the stu- 
dents and professor sharing work-in-progress. 
Depending upon their current involvements, class 
members will read each others' term papers, the- 
sis proposals or chapters, research memos, book 
chapters or journal articles. Along with discussion 
of how writing styles vary with different genres 
of sociological work, we will explore the practi- 
cal and psychological aspects of the writing expe- 
rience. David A. Karp. 

SC 715 Theory Proseminar I (F: 3) 

The purpose of this course is to examine the works 
of the leading classical theorists. Both their sub- 
stantive concerns with the character of modern 
society and their epistemological strategies for 
studying social reality will be examined. Assign- 
ments will emphasize the readings in original 
sources, with primary concentration on the works 
of Marx, Weber, and Durkheim. 

Seymour Leventman 

SC 716 Theory Proseminar II (S: 3) 

The Department 

SC 730 Discourse on Social Policy (S: 3) 

This seminar, taught jointly with Martin Rein 
(MIT), explores "frame critical analysis" as an 
alternative to the dominant "rational actor" model 
of policy analysis. We attempt to place the domi- 
nant model and the alternative in the context of a 
larger debate on positivism in the social sciences 
and a varied body of interdisciplinary work on 
discourse analysis. The seminar will emphasize 
the shaping of the policy-making process through 
the framing and reframing of policy discourse, 
especially from the perspective of participants 
involved in reframing attempts. 

William A. Ga?nson 

SC 736 Introduction to Social Economy I (F: 3) 

This course will provide an introduction to the 
field of social economy for entering students in 
the SESJ program. It is intended to introduce stu- 
dents to a broad theoretical overview of the field, 
including both macro and micro levels of analy- 
sis. Central concepts of the social economy para- 
digm, including self-governance, self-manage- 
ment, industrial democracy and social planning 
will be discussed, as well as major substantive topic 
areas including organizational democracy, worker 
control of the labor process, employee ownership, 
corporate social responsibility, industrial policy, 
social federations, social investment and national 
social planning. Charles K. Derber 

SC 743 Advanced Race Relations (F: 3) 

This is a survey of sociological research traditions 
in the area of race and ethnic relations. Our study 



Graduate Arts and Sciences • Ti ik >log ■> • 105 



is organized in terms of the theoretical orienta- 
tions which have informed the research. A pri- 
mary focus of the course is to assess explanatory 
statements on social structures in which race or 
ethnicity is a salient concept. Much of the discus- 
sion concerns the formation, maintenance, and 
modification of relations between groups in the 
United States. The approach of the course is use- 
ful in the study of various research areas, and the 
analyses discussed emphasize the universal char- 
acter of the phenomena. William A. Harris 

SC 745 The Social Structure of Occupational 
Health (S: 3) 

The Social Structure of Occupational Health will 
use an organizational actor analysis to examine the 
role of labor, management, health professionals 
and the state in creating, recognizing and control- 
ling occupational disease. The course is open to 
graduate students in Sociology, Management, 
Nursing and Law. Eve Spangler 

SC 751 Quest for Social Justice (S: 3) 

The seminar will focus on purposeful efforts by 
organized groups and social movements to bring 
about social and political change. It is geared to- 
ward problems and issues faced by such groups: 
a) diagnosing the opportunities and constraints 
provided by the system in which they are operat- 
ing; b) analyzing the problems of mobilizing po- 
tential supporters and influencing targets of 
change; and c) dealing with the efforts of antago- 
nists to control them. The seminar will attempt 
to provide a coherent analytic framework and a 
set of concepts for understanding efforts at social 
change. On many issues, there are competing 
views and, in such cases, we will examine the theo- 
retical controversies and the relative usefulness of 
different approaches. William A. Gannon 

SC 770 American Studies Seminar (S: 3) 

The course focuses on ethnicity and the Ameri- 
can cinema. Using various films as case studies, 
we will review Hollywood's treatment of ethnics 
and ethnicity in film, what such treatment reveals 
about American life and how the characteristic 
portrayal of ethnicity in American film presents 
a tension between the ideals of an assimilated 
melting pot and a pluralistic mosaic. 

Seymour Leventman 

SC 779 Legitimation Crisis in Comparative 
Perspective: Towards the Reconstruction of 
Progressive Politics (F: 3) 

An unprecedented crisis of state legitimacy is 
sweeping much of the world. In the Soviet Union 
and Eastern Europe, Communist governments 
have lost credibility among their own populations 
and many countries face the prospect of disinte- 
gration. Capitalist states face their own crisis of 
authority. In the United States, tax revolts, dis- 
enchantment with liberal social programs, and 
conservative assaults on big government have 
paralyzed the state in a period of acute public 
needs, stripping government of its mandate to act 
in the public interest. In Sweden and other West- 
ern European countries, much of the population 
now questions the welfare state. 

This course will explore the crisis of state le- 
gitimacy and ideology in the Soviet Union, East- 
ern Europe, Scandinavia, and the United States, 
seeking to uncover the dynamics of disenchant- 
ment with the state and its negative and positive 



implications for progressive social change. It will 
also look to emerging political and ideological 
systems in both East and West, ranging from 
concepts of the "social market" in Europe to con- 
cepts of "empowerment" offered by both leftists 
and rightists in the United States, that may 
emerge as successors to traditional models of lib- 
eralism, the welfare state, or state socialism and 
offer an agenda and ideology for a new progres- 
sive politics. Student case studies will form the 
basis for a potential publication to emerge from 
the seminar. Charles K. Derber 

S. M. Miller 

SC 799 Readings and Research (F, S: 3) 

Independent research on a topic mutually agreed 
upon by the student and professor. Professor's 
written consent must be obtained prior to regis- 
tration. The Department 

SC 801 Thesis Seminar (F, S: 3) 

By arrangement The Department 

SC 802 Thesis Direction (F, S: 0) 

A non-credit course for those who have received 
six credits for Thesis Seminar but who have not 
finished their theses. This course must be regis- 
tered for and the continuation fee paid each se- 
mester until the thesis is completed. 
By arrangement The Department 

SC 810 (MB 810) Management of Technology 
(S:3) 

Technologies and organizations shape each other. 
This course examines three domains of that in- 
teraction: high-performance project manage- 
ment, design for usability, and World Class 
Manufacturing. Principles of flexibility, continu- 
ous improvement, and knowledge-building are a 
platform for technology policy. The goal is to 



understand effective ways of deploying knowledge 
and resources among people, software and ma- 
chines. Student projects are based on their own 
experience with technology design or implemen- 
tation. Frank A. Dubinskas 

SC 888 Master's Interim Study (F, S: 0) 

For those students who have not yet passed the 
Master's Comprehensive but prefer not to assume 
the status of a non-matriculating student for the 
one or two semesters used for preparation for the 
comprehensive. The registration fee plus the ac- 
tivity fee are the only payments required 

The Department 

SC 900 Teaching Apprenticeship (F, S: 3) 

By arrangement The Depart?nci/t 

SC 901 Research Apprenticeship (F, S: 3) 

By arrangement The Department 

SC 998 Doctoral Comprehensive (F, S: 0) 

For students who have not yet passed the Doc- 
toral Comprehensive but prefer not to assume the 
status of a non-matriculating student for the one 
or two semesters used for preparation for the 
comprehensive. The registration fee plus the ac- 
tivity fee are the only payments required. 

SC 999 Doctoral Continuation (F, S: 0) 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register, and 
pay the fee, for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to the use of the University facili- 
ties (library, etc.) and to the privilege of auditing 
informally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. 



T H E O 



L 



O G 



Y 



FACULTY 

Stephen F. Brown, Professor; A.B., St. 
Bonaventure University; A.M., Franciscan Insti- 
tute; Ph.L., Ph.D., Universit de Louvain 

Lisa Sowle Cahill, Professor; A.B., University of 
Santa Clara; A.M., Ph.D., University of Chicago 

Robert Daly, S.J., Professor; A.B., A.M., Boston 
College; A.M., Catholic University; Dr. Theol., 
University of Wurzburg 

Donald J. Dietrich, Professor, Chairperson of the 
Department; B.S., Canisius College; M.A., Ph.D., 
University of Minnesota 

Harvey Egan, S.J., Professor; B.S., Worcester 
Polytechnic Institute; A.M., Boston College; 
Th.M., Woodstock College; Dr. Theol., Univer- 
sity of Munster (Germany) 

Ernest L. Fortin, A.A., Professor; A.B., Assump- 
tion College; S.T.L., University of St. Thomas, 
Rome; Licentiate, University of Paris; Doctorate, 
University of Paris 

Margaret Gorman, R.S.C.J., Adjunct Professor; 
B.A., Trinity College; M.A., Fordham Univer- 
sity; Ph.D., Catholic University 



Thomas H. Groome, Professor; A.B., St. Patrick's 
College, Ireland; A.M., Fordham University; 
Ed.D., Columbia Teachers College 

David Hollenbach, S.J., Flatley Professor; B.S., 
St. Joseph's University; M.A., Ph.L., St. Louis 
University; M.Div., Woodstock College; Ph.D., 
Yale University 

PhilipJ. King, Professor; A.B., St. John Seminary 
College; S.T.B., St. John Seminary School of 
Theology; S.T.L., Catholic University of America; 
S.S.L., Pontifical Biblical Instimte; S.T.D., Pon- 
tifical Lateran University 

Matthew L. Lamb, Professor; B.A., Scholasticate 
of Holy Spirit Monastery; S.T.L., Pontifical 
Gregorian University; Dr.Theo., State Univer- 
sity of Munster 

William W. Meissner, S.J., Professor; University 
Professor of Psychoanalysis, B.A. (m.c.l.), M.A., 
St. Louis University; S.T.L., Woodstock Col- 
lege; M.D. (c.l.), Harvard University 

John Paris, S.J., Walsh Professor; B.S., M.A., 
Boston College; A.M., Harvard University; Ph.L., 
Weston College; M.A., Ph.D., University of 
Southern California 



106 • Graduate Arts and Sciences • Theology 



Pheme Perkins, Professor; A.B., St. John's Col- 
lege; A.M., Ph.D., Harvard University 

Anthony Saldarini, Professor; A.B., A.M., Boston 
College; Ph.L., Weston College; A.M., Ph.D., 
Yale University 

Francis A. Sullivan, S.J., Adjunct Professor; B.A., 
M.A., Boston College (Weston College); M.A., 
Fordham University; STL, Weston College; 
STD, Pontifical Gregorian University 

Mary Boys, S.N.J.M., Associate Professor; A.B., 
Fort Wright College; M.A., Columbia Univer- 
sity; Ed.D., Columbia University 

FrancisX. Clooney, S.J., Associate Professor; A. B., 
Fordham University; M.Div., Weston School of 
Theology; Ph.D., University of Chicago 

Mary F. Daly, Associate Professor; A.B., College of 
St. Rose in Albany; A.M., Catholic University; 
Ph.D., St. Mary's College; S.T.L., S.T.D., Ph.D., 
University of Fribourg 

J. Cheryl Exum, Associate Professor; A.B., Wake 
Forest University; A.M., M.Phil., Ph.D., Colum- 
bia University 

Charles C. Hefling, Associate Professor; A.B., 
Harvard College, B.D., Th.D., The Divinity 
School Harvard University; Ph.D., Boston Col- 
lege 

Robert P. Imbelli, Associate Professor; Director of 
Institute of Religious Education and Pastoral 
Ministry; B.A., Fordham University; S.T.L., 
Gregorian University, Rome; M. Phil., Ph.D., 
Yale University 

Frederick Lawrence, Associate Professor; A.B., St. 
John's College; D.Th., University of Basel 

Claire Lowery, Adjunct Associate Professor; A.B., 
Uni versity of San Diego; M.Div., D.Min.,Andover 
Newton Theological School 

H. John McDargh, Associate Professor; A.B., 
Emory University; Ph.D. Harvard University 

Louis P. Roy, O.P., Associate Professor; B.Ph., 
M.A.Ph., M.A.Th., Dominican College, Ottawa; 
Ph.D., University of Cambridge 

Margaret Amy Schatkin, Associate Professor; A. B . , 
Queens College; A.M., Ph.D., Fordham Univer- 
sity; Th.D., Princeton Theological Seminary 

Francis P. Sullivan, S.J., Adjunct Associate Profes- 
sor; A.B., A.M., S.T.L., Boston College; S.T.D., 
Institut Catholique de Paris 

Thomas E. Wangler, Associate Professor; B.S., 
LeMoyne College; M.A., Ph.D., Marquette Uni- 
versity 

James M. Weiss, Associate Professor; A.B., Loyola 
University of Chicago; A.M., Ph.D., University 
of Chicago 

John A. Darr, Assistant Professor; A.B., A.M., 
Wheaton College (Illinois); A.M., Ph.D., 
Vanderbilt University 

Pamela E.J. Jackson, Assistant Professor; A.B., 
M.Div., M.A., M.Phil., Ph.D., Yale University 

Stephen J. Vopc, Assistant Professor; A.B., Gonzaga 
University; M.A., Ph.D., University of Chicago 



James Rurak, Adjunct Assistant Professor; A.B., 
Bates College; A.M., Ph.D., University of Chi- 
cago 

Patrick J. Ryan, S.J., Assistant Professor; A.B., 
A.M., Boston College; A.M., Assumption Col- 
lege; S.T.L., Weston College; S.T.D., Gregorian 
University 

PROGRAM DESCRIPTION 

Boston College is one of 9 member schools of the 
Boston Theological Institute, a consortium which 
includes the Boston College Theology Depart- 
ment, Andover Newton Theological School, 
Boston University School of Theology, Episco- 
pal Divinity School, Gordon-Conwell Theologi- 
cal Seminary, Harvard Divinity School, Holy 
Cross Greek Orthodox Seminary, St. John's 
Seminary and Weston School of Theology. All 
graduate students in any of Boston College's 
graduate Theology and Religious Education/Pas- 
toral Ministry programs enjoy the privileges of 
full cross-registration, faculty exchange programs 
and library facilities in the 8 other schools. 

M.A. in Theology 

This degree serves 1) as a stepping stone or prov- 
ing ground for those who wish to move on to 
higher degree programs and academic careers, or 
2) as an academic preparation for those moving 
towards various professional, religious or minis- 
terial careers, or 3) as part of an enrichment or 
retooling program for those already established 
in such careers. 

Students applying for admission to the M.A. 
Program in Theology should have the docu- 
mented and/or proven ability to do graduate-level 
work in Theology. Where this is found to be in- 
sufficient, supplementary work will have to be 
done by the student before formal entry into the 
30-credit phase of the program. 

Two letters of recommendation, a statement 
of purpose, etc., are normally required for admis- 
sion. GRE scores (or TOEFL, for foreign stu- 
dents) are required for all students who wish to 
compete for departmental financial aid. 

Candidates for the M.A. are required to com- 
plete 30 credits, either on a part-time or full-time 
basis, for the degree as follows: 15 credits must 
be taken in one of the four possible areas of spe- 
cialization — Bible, Historical Theology, System- 
atic Theology, Christian Ethics; a two-semester, 
six credit, survey course in Systematic Theology; 
one general course in each of the three areas of 
theology outside of one's specialization. An M.A. 
thesis, with the approval of one's advisor and the 
Department, may substitute for 6 of the required 
credits. Reading knowledge in an appropriate 
foreign language will be tested. Written and oral 
comprehensive exams are given. Certain courses 
in the Institute of Religious Education and Pas- 
toral Ministry, including those offered in the sum- 
mer, as well as courses in the schools of the Bos- 
ton Theological Institute, may be used to fulfill 
the credit requirements. 

M.A. in Biblical Studies 

The goal of the program is to acquaint the stu- 
dents with the results of research into Biblical lit- 
erature, history, exegesis and theology, and with 



the methods proper to these approaches. This 
program is designed for those who wish to lay a 
foundation for work in teaching, preaching or 
ministry, and for those anticipating further study 
in Bible or theology. Students will specialize in 
either Old or New Testament. 

Thirty-six credits will be required for the M.A. 
Students will complete six courses in their testa- 
ment of specialization and two in the other testa- 
ment. Two courses may be devoted to any aspect 
of communication of the word, hermeneutics or 
application of the Bible to contemporary prob- 
lems. An M.A. thesis or major paper may substi- 
tute for six of the credit requirements. 

Certain courses in the Institute of Religious 
Education and Pastoral Ministry, including those 
offered in the summer, as well as courses in the 
schools of the Boston Theological Institute, may 
be used to fulfill the credit requirements. 

The student must acquire a solid basic knowl- 
edge of the original language of their testament 
(Hebrew or Greek). Students may prove their 
competence by passing a test administered by the 
faculty. Students must also fulfill the ordinary 
M.A. requirement in either French or German. 

Students will be tested in three areas of the 
Bible: history, literature and theology. Examina- 
tions will be both written and oral. Students may 
arrange to write an M.A. thesis or to do a major 
research paper as part of the examinations. 

The Theology Department also cooperates 
with the Institute of Religious Education and 
Pastoral Ministry and the graduate Department 
of Education and the School of Management in 
offering the M.Ed, in Religious Education, the 
Certificate of Advanced Educational Specializa- 
tion in Religious Education, the M.A. in Pastoral 
Ministry, the joint Master of Arts in Pastoral 
Ministry (M.A.) and Master of Social Work 
(M.S.W.), and the Ph.D. in Religion and Educa- 
tion. See, above, the section: Institute of Religious 
Education and Pastoral Ministry. 

Doctoral Program 

The Department of Theology offers two Ph.D. 
Programs, and sponsors several Institutes. 

B.C.-A.N.T.S. Ph.D. in Theological Studies 

In a Joint Doctoral Program with Andover New- 
ton Theological School, the Boston College De- 
partment of Theology offers the Ph.D. in Theo- 
logical Studies. 

The Joint Doctoral Program in Theological 
Studies has as its goal the formation of theologians 
able to offer intellectual leadership to the acad- 
emy, to the church, and to society. Accordingly, 
the program aims at nourishing a community of 
scholarly conversation, research and teaching 
which is centered in the study of Christian life and 
thought, past and present, in a way that contrib- 
utes to this goal. 

The Program is founded on the conviction 
that theology is an enterprise that invites the in- 
tegration of Christian commitment and partici- 
pation in communities of faith with pursuit of the 
highest standards of academic inquiry. The ques- 
tion of how this invitation informs the studies 
which such an enterprise involves is part of that 
ongoing conversation which the program seeks to 
foster. 

The Program belongs, equally, to two schools, 
each of which is rooted in and committed to a 



Graduate Arts and Sciences •Theology • 107 



theological tradition: the Reformed tradition at 
Andover Newton Theological School and the 
Roman Catholic tradition at Boston College. It 
has as one of its intrinsic components a call for 
critical and constructive dialogue, both with other 
theological positions and with contemporary civi- 
lization. 

Creative theological discussion and special- 
ized research today requires ecumenical, interdis- 
ciplinary, and cross-cultural cooperation, espe- 
cially in the quest for common theological and 
philosophical foundations. 

The program thus endeavors to provide its 
students with an education that is integrative 
rather than narrowly specialized, and one that is 
set within the context of the Christian church in 
all of its ecumenical and confessional diversity, 
and in its relation to contemporary culture. The 
program is thus "confessional" in nature and the- 
ology is done as "faith seeking understanding." 

The Joint Doctoral Program is rigorous in its 
demands that the students master the Christian 
theological tradition, and probe critically the 
foundations of various theological positions. Stu- 
dents are expected to master the tools and tech- 
niques of research, and so to organize and inte- 
grate their knowledge as to make an original con- 
tribution to theological discussion. 

The program hopes to prepare students for 
both academic vocations and other ministries, 
such as church administration, theological re- 
newal and new ministries, where theological ex- 
pertise is increasingly felt to be necessary. 

Areas of Specialization are: History of 
Christian Life and Thought, Systematic Theol- 
ogy, and Christian Ethics. 

Concentration in the History of Christian Life 
and Thought examines historical forms of Chris- 
tian faith, theology and doctrine, behavior, ritual, 
and institutional development, as well as the prob- 
lems connected with the assumptions of histori- 
cal re-construction. The area of Systematic The- 
ology is the contemporary intellectual reflection 
on the Christian mysteries as an interrelated 
whole. Christian Ethics brings the sociology of 
religion and Christian social ethics together as 
ways of exploring and giving normative guidance 
to involvement of the church in culture and soci- 
ety. A minor in Biblical studies is also offered. 

Among the more distinctive features of this 
program are the Graduate Colloquia. These bring 
together in a regular seminar students from all 
areas of specialization with faculty members from 
the various fields in order to study the great books 
of the Christian theological tradition, and thereby 
examine (1) the fundamental presuppositions out 
of which the major cultural and social develop- 
ments of the tradition emerged, and (2) the roots 
of disciplinary study which are presupposed by 
disciplinary work. 

The combination of a Protestant school of 
divinity and a Catholic University, within the 
larger possibilities of the Boston Theological In- 
stitute, produces faculty and library resources very 
favorable for study. 

The language examinations, testing the 
student's proficiency in reading two languages 
important for the student's research, must be 
passed before admission to the comprehensive 
examinations. 



Students admitted to the program will have 
completed the M.Div. or equivalent degree, or 
will have completed a bachelor's program with a 
strong background in religion, theology and/or 
philosophy. 

Students are required to take six courses in 
their major field of concentration, two to four in 
their minor and two in each of the other two fields 
of study. Both written and oral examinations will 
be given in the candidates' major and minor fields 
of study. 

B.C.-Weston Ph.D. in Theological Ethics 

In a Joint Doctoral Program with Weston School 
of Theology, the Department also offers a Ph.D. 
in Theological Ethics. The program prepares its 
graduates for teaching and research positions that 
call for specialization in Roman Catholic theo- 
logical ethics or moral theology. It also includes 
the ecumenical study of major Protestant think- 
ers, and it attends to the Biblical foundations and 
theological contexts of ethics. In line with the 
conviction that faith and reason are complemen- 
tary, the program explores the contributions of 
philosophical thought, both past and present. It 
has a strong social ethics component, as well as 
offerings in other areas of applied ethics. The 
exploration of contemporary ethics is set in a criti- 
cal, historical perspective, and encourages atten- 
tion to the global and multicultural character of 
Roman Catholicism. 

The language examinations, testing the 
student's proficiency in reading two languages 
important for the student's research, must be 
passed before admission to the comprehensive 
examinations. 

Students admitted to the program should have 
completed the M.Div. or equivalent degree; a 
Master's degree in religion, theology, or philoso- 
phy, or a bachelor's program with a strong back- 
ground in religion, theology and/or philosophy. 

Religious Education-Pastoral Ministry 

See separate listing under Religious Education 
and Pastoral Ministry section. 

Institute of Medieval Philosophy and 
Theology 

In conjunction with the Joint Doctoral Program 
with Andover Newton Theological School, the 
Department is linked to the Institute of Medieval 
Philosophy and Theology. The institute is a cen- 
ter that unites the teaching and research efforts 
of faculty members in the Theology and Philoso- 
phy Departments who specialize in medieval phi- 
losophy and theology. Doctoral degrees are 
awarded in the Theology (or Philosophy) Depart- 
ment, and students study within one of these de- 
partments. The focus of the institute is the rela- 
tionship between medieval philosophy and the- 
ology and modern continental philosophy and 
theology. The concentration of the philosophy 
and theology departments at Boston College is in 
modern continental thought, so the context for 
carrying on a dialogue between medieval and 
modern philosophy and theology is well estab- 
lished. 

To foster this dialogue and encourage the 
scholarly retrieval of the great medieval intellec- 
tual world, the institute offers graduate student 
fellowships and assistantships, sponsors a speak- 
ers program, runs a faculty-student seminar to 



investigate new areas of medieval philosophical 
and theological research, and runs a research cen- 
ter to assist in the publication of monographs and 
articles in the diverse areas of medieval philoso- 
phy and theology, to encourage the translation of 
medieval sources and the editing of philosophi- 
cal and theological texts. 

The Lonergan Center 

Studies related to the work of the Jesuit theolo- 
gian and philosopher Bernard Lonergan (1904- 
1984) have a focus in the Lonergan Center at 
Boston College. Inaugurated in 1986, the Cen- 
ter houses a growing collection of Lonergan's 
published and unpublished writings as well as sec- 
ondary materials and reference works, and it also 
serves as a seminar and meeting room. The Cen- 
ter is on the fourth level of Bapst Library and is 
open during regular hours as posted. The direc- 
tor is Professor Charles C. Hefling, Jr. 

Boston College sponsors the Lonergan Insti- 
tute, which provides resources, lectures, and 
workshops for the study of the thought of Ber- 
nard Lonergan, S.J. 

Joseph Gregory McCarthy Lecture 
Series 

The Joseph Gregory McCarthy Lecture Series, 
established by Dr. Eugene and Maureen 
McCarthy (and family) in the memory of their 
son, Joseph Gregory McCarthy, is held annually. 
The Joseph Gregory McCarthy Visiting Profes- 
sor offers a series of lectures and student and fac- 
ulty discussions about contemporary theological 
and religious issues during his or her visit to Bos- 
ton College. 

The 1992-1993 Joseph Gregory McCarthy 
Visiting Professor is Professor Rene Girard. The 
1993-1994 Joseph Gregory McCarthy Visiting 
Professor is Professor Leon Kass. Addition details 
about the 1992-1993 and 1 993-1 994Joseph Gre- 
gory McCarthy Lecture Series can be obtained 
from the Department of Theology. 

COURSE OFFERINGS 

TH 350 Gospel of Matthew (F: 3) 

A detailed study of Matthew as a literary and theo- 
logical work with special attention to its setting 
in first century Judaism and Christianity and its 
relationship to the other gospels. Matthew's im- 
plications for Christian thought and behavior will 
be stressed. An introductory course in Biblical 
studies is presumed. Anthony J. Saldarini 

TH 356 The Book of Psalms (F: 3) 

This course deals with the Psalms and their mean- 
ing for today. In the process, samples of psalms 
from the various categories will be analyzed in 
terms of structure and theology. Literary quali- 
ties will also be considered. Philip J. King 

TH 357 Pauline Tradition (F: 3) 

An introduction to Paul's letters, this course sur- 
veys the major theological themes in the letters 
and the socio-religious setting of the Pauline 
churches. The second half of the semester is de- 
voted to a close reading of 1 Corinthians with 
emphasis upon historical studies of ancient 
Corinth, rhetorical analysis of the text and the 
social dynamics of an early Christian community. 

Phen/e Perkins 



108 • Graduate Arts and Sciences • Theology 



TH 359 Gospel of Mark (S: 3) 

Exegesis of the Gospel of Mark for students need- 
ing an introduction to modern biblical interpre- 
tation. Study of the literary composition of Mark 
will be combined with discussion of religious is- 
sues raised in the gospel narrative such as the pic- 
ture of Jesus as powerful healer and suffering Son 
of God, discipleship as service, and Jesus' chal- 
lenge to established tradition. Pheme Perkins 

TH 378 Jesus in Story and History (F: 3) 

A literary and historical study of Jesus of 
Nazareth. An extensive literary-critical analysis of 
the diverse portrayals of Jesus in the canonical 
Gospels will be followed by an examination of 
modern historical-critical attempts to reconstruct 
the historical Jesus behind literary/theological 
accounts. John A. Darr 

TH 392 Christian Initiation: Baptism (F: 3) 

The evolution of the ritual structure of Christian 
initiation including conversion, catechumenate, 
and the rites of baptism/confirmation, from New 
Testament evidence to contemporary practice. 
Analysis of the ritual structure of the RCIA and 
its theological ramifications. Pamela Jackson 

TH 393 Christian Initiation: Eucharist (S: 3) 

The emergence of Eucharistic patterns of worship 
from early Christian liturgies to the reforms of 
Vatican II. Structural analysis of, for example, 
Jewish meal prayers, New Testament evidence, 
Didache, Apostolic Tradition, Apostolic Constitutions 
and other fourth-century sources, the Liturgy of 
St. John Chrysostom, Roman sacramentaries and 
ordines, the reformed Eucharistic rites of Protes- 
tant and Catholic Reformations and Vatican II. 
The analysis will be based on primary source 
materials in translation. Pamela Jackson 

TH 408 Christian Ethics and History (S: 3) 

Analysis of the emergence and development of the 
notion of historical consciousness or the so-called 
"historical approach" to the study of human life 
and thought. The rise of historical theology and 
its different expressions from the end of the nine- 
teenth century to the present. This course is also 
of interest to students in Political Science. 

Ernest Fortin, A.A. 

TH 425 (CL 323) Seminar in Greek Patrology (F: 3) 

Prerequisite: Greek 

A critical and philological examination, in the 
original, of a genre, author, problem, or period 
in the history of Greek patristic literature. This 
semester will be devoted to the study of John 
Chrysostom. Margaret A. Schatkin 

TH 431 (ED 632) Psychology of Youth Religious 
Development (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Margaret Gorman, R. S.C.J. 

TH 432 (ED 839) The Psychology of Adult 
Religious Development (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

H. John McDargh 

TH 433 Fundamental Ethics (S: 3) 

This course is designed for students in the 
1REFM and for graduate students in theology 
who wish to pursue the foundations of ethics as 
envisioned in the Catholic Tradition. It will con- 



cern itself with the following areas: the impact of 
Vatican II on Moral Theology, the nature of the 
good, the nature of the human person and his/her 
acts, the nature and importance of moral norms, 
the role of personal conscience vis-a-vis the Hi- 
erarchical Magisterium. James O'Donohoe 

TH 442 Religion in the United States (F: 3) 

An historical survey of the religious, theological 
and institutional developments of the major 
Christian, Jewish, and civil religious traditions in 
the United States. Thomas Wangler 

TH 443 Faith of American Catholics (S: 3) 

This course will treat the various ways in which 
Catholics have believed the Catholic faith in the 
United States, by examining catechisms, hymnals, 
liturgical and devotional literature, church archi- 
tecture and decoration, and so on. A major inter- 
est of the course will be the ways in which Catho- 
lics dealt with symbols of the nation and civil re- 
ligion. Thomas E. Wangler 

TH 444 (HS 401 ) Reformation (S: 3) 

See course description under HS 401. 

Virginia Reinburg 

TH 445 Faith and Reason in the Middle Ages (F: 3) 

This seminar studies the relationship between 
faith and reason in the Medieval context as defined 
by the work of St. Thomas Aquinas. First a sys- 
tematic overview of how he understands the re- 
lationship of faith and reason will be presented. 
This systematic presentation will then be illus- 
trated in reading his commentary on the Gospel 
of St. John. Finally, the debates concerning Di- 
vine eternity and the eternity of the world will 
provide a context for understanding how the syn- 
thesis of faith and reason in Aquinas began to dis- 
solve, setting the stage for subsequent develop- 
ments and eventually the conflicts between rea- 
son and faith. Matthew L. Lamb 

TH 473 Theology of Church (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Robert Imbelli 

TH 498 Theology of Christian Mysticism (S: 3) 

This course focuses upon the essence of Chris- 
tian mysticism as a way of life involving the 
person's purification by, illumination by, and 
eventual union with the God of love by examin- 
ing Old Testament and New Testament mysti- 
cism as well as the mysticism and/or mystical the- 
ology of 55 figures in the Christian tradition from 
Origen to Karl Rahner. Harvey Egan, S.J. 

TH 503 On the Incarnation (S: 3) 

This course aims at a systematic understanding of 
the person of Christ — who he was and is — in light 
of doctrinal development and contemporary 
exigences. It will raise the question of the Incar- 
nation in light of soteriology, and thus to some 
extent presupposes TH 511, "On the Redemp- 
tion," but may be taken separately. Previous work 
in New Testament is expected, and courses on any 
of the following will be helpful: the Trinity, grace, 
Christology, political theology. 

Charles C. Hefling, Jr. 

TH 510 On the Trinity (S: 3) 

An introduction for those who have wondered 
about God as Three in One: a schematic outline, 
in lecture format, of the historical development 



of the trinitarian doctrine with discussion of a 
possibly relevant systematic understanding of it 
(the psychological analogy). Required readings 
from J.N.D. Kelly, Early Christian Creeds; B. 
Lonergan, Verbum, Word and Idea in Aquinas; K. 
Rahner, The Trinity. Frederick Lawrence 

TH 51 1 On the Redemption (F: 3) 

This course aims at a systematic understanding of 
redemption — a soteriology — in light of doctrinal 
development and contemporary exigences. It con- 
centrates on the interrelation of the work and the 
person of Christ and thus complements TH 503, 
"On the Incarnation," but may be taken sepa- 
rately. Previous courses on any of the following 
will be helpful; the Trinity, grace, Christology, 
political theology. Charles C. Hefling, Jr. 

TH 516 Fundamental Theology (S: 3) 

The foundations and principles of the theologi- 
cal sciences: Revelation, God, the world, man and 
woman. Scripture (the canon, inspiration and in- 
errancy, biblical hermeneutics) and its relation- 
ship to tradition. Belief. Authority. Church. 

The course will include or allow for the study 
of such issues as: the crisis in the language of faith; 
the "God is Dead" theology; secularization the- 
ology; the historical Jesus problem; theology and 
method; the academic, historical and cultural pre- 
suppositions and conditions of theology; the Bible 
and theology; the Bible and ethics, historicity, 
historical consciousness and theology; doctrinal 
development; theology and the world; theology 
and the social sciences; theology, the theologian 
and the Church; the nature of religious author- 
ity; the problems of belief in the modern world, 
etc. Robert J. Daly, S.J. 

TH 525 Medieval Theology I (F: 3) 

A study of the Biblical, patristic, and philosophi- 
cal sources of medieval theology and an examina- 
tion of the argumentation in medieval sources for 
the development of theology as a university dis- 
cipline. Stephen F. Brown 

TH 530 Field Education and Supervised 
Practicum in Pastoral Ministry (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry 

Claire Lowery 

TH 532 Art of Pastoral Counseling (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry 

Claire Lowery 

TH 538 Directed Research in Pastoral Ministry 
(F, S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry 

Claire Lowery 

TH 540 Life of a Mystic: St. Ignatius (F: 3) 

Series of lectures on the life and personality of St. 
Ignatius of Loyola, mystic and founder of the Je- 
suits, as a basis for considering the relationship 
between his intense spirituality and mystical ex- 
periences and psychodynamic factors. Lectures 
will be followed by discussion. The objective is to 
consider aspects of the psychology of mystical 
experience in the life context of a great mystic. 
William W. Meissner, S.J. 



Graduate Arts and Sciences • Theology • 109 



TH 541 Cultk Process and the Origin of 
Christianity (S: 3) 

This course deals with the nature of the cultic 
process and its role in understanding the emer- 
gence and early development of Christianity. 
Historical and cultural aspects are treated in re- 
lation to psychological factors and dynamics. 
Lectures accompanied by readings and discussion. 
William W. Meissner, S.J. 

TH 542 Buddhist Systems of Meditation and 
Philosophy (F: 3) 

An exploration of the synergistic relationship 
between meditational practices and philosophical 
theories in several distinct Buddhist traditions of 
India, Tibet and China (e.g., Theravada, 
Madhyamika, Tibetan dGe lugs and bKa' rgyud, 
Chinese Ch'an, and Pure Land), based on read- 
ings of primary sources in translation. No back- 
ground in Buddhist studies required. Students will 
be encouraged to raise comparative issues, par- 
ticularly concerning the relationship between 
Christian doctrines and contemplative practices. 

John Makransky 

TH 543 Evaluation and Interpretation of 
Documents of the Magisterium (F: 3) 

It is a distinctive aspect of Catholic theology that 
it attributes an authoritative role to the teaching 
of the Magisterium. This course will treat the prin- 
ciples to be applied in evaluating and interpret- 
ing the documents issued by the various organs 
of the Magisterium. Francis A. Sullivan, S.J. 

TH 544 The Development of Christian Thought 
on Salvation Outside the Church (S: 3) 

This course will treat the history of Christian 
thought about salvation "outside the church" with 
a view to understanding the factors that have in- 
fluenced the development from the negative pro- 
nouncements of earlier ages to the optimism char- 
acteristic of modern Catholic thought on this is- 
sue. Francis A. Sullivan, S.J. 

TH 545 The Spiritual Disciplines of Buddhists in 
Asia (S: 3) 

A study of several spiritual disciplines through 
which Buddhists in Asia have sought salvific wis- 
dom, compassion and inspiration, with particu- 
lar emphasis on Mahayana traditions: e.g., ethi- 
cal disciplines, meditations on compassion, devo- 
tional practices, rituals, pilgrimage, soteriological 
experiences and processes. No background in 
Buddhist studies required. Students will be en- 
couraged to raise comparative issues, particularly 
concerning the spiritual disciplines of Christian- 
ity. John Makransky 

TH 553 Feminist Ethics I (F: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

Analysis of the emerging feminist ethos as 
distinct from "feminine" morality defined by 
sexually hierarchical society. Examination of the 
unholy trinity: rape, genocide, war. Special atten- 
tion will be given to the problem of overcoming 
the unholy sacrifice of women through individual 
and participatory self-actualization. The course 
will explore the problem of redefining "power" 
and "politics" through the process of living "on 
the boundary" of patriarchal institutions. 

Mary Daly 



TH 554 Feminist Ethics II (S: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

The course will reflect upon and be part of the 
process of transvaluating values in the women's 
consciousness and action. We will explore the 
problem of breaking old habits ("virtues" and 
"vices") instilled through patriarchal teachings 
and practices. We will consider specific manifes- 
tations of sexual politics in religion, language, 
education, the media, medicine, and law. May be 
taken separately from TH 553. Mary Daly 

TH 565 Mythical Patterns of Patriarchy I (F: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

Analysis of patriarchal religious myths and 
symbols which overtly and subliminally affect 
belief and behavior in society. We will consider 
the social constructions of reality that are engen- 
dered and legitimized by such myths and symbols. 
The course will include an analysis of secular in- 
carnations of patriarchal religious myth, especially 
in the professions and in the manifestations of 
phallotechnology. Mary Daly 

TH 566 Mythical Patterns of Patriarchy II (S: 3) 

Prerequisite: One course in Women's Studies or 
equivalent. 

A study of mythic Goddess-murder (e.g., the 
Babylonian creation myth) and societal reenact- 
ments of such myths in the ritual atrocities in 
modern technocracy as well as in pretechnological 
societies. We will focus on the mythic and theo- 
logical archetypes and other "sacred canopies" of 
legitimation which have justified such atrocities 
as Indian suttee, Chinese footbinding, African 
initiation rites, European witchburning, abuses in 
modern medicine, animal experimentation, and 
the rape of the planet through nuclear and chemi- 
cal contamination. May be taken separately from 
TH 565. Mary Daly 

TH 561 Christian Ethics and Social Issues (S: 3) 

Methods and sources for Christian ethical analy- 
sis, decision making, and policy formation in the 
areas of religious liberty, economic justice, human 
rights, and war and peace; the role of Christians 
and the ministry of the church in the political 
sphere. David Hollenbach, S.J. 

TH 567 Christian Perspectives on Bioethics (S: 3) 

The relation between Christian theology and 
moral analysis will be investigated via biomedical 
dilemmas. Possible topics include abortion, eu- 
thanasia, definitions of death, seriously abnormal 
newborns, genetic counseling, reproductive tech- 
nologies, distribution of health care resources. 
Books by major Christian theologians will be se- 
lected, e.g., Richard McCormick, Paul Ramsey, 
and Daniel Callahan (philosopher). Lisa Cahill 

TH 580 Natural Law (F: 3) 

An analysis of the origin and various forms of the 
Christian natural law doctrine. Emphasis on early 
Christian and medieval authors. Natural law and 
history. The contemporary critique of natural law. 
This course is also of interest to students in Po- 
litical Science. Ernest L. Fortin, A.A. 

TH 589 Rebirth of Utopia (F: 3) 

Prerequisites: One course each in Theology, Phi- 
losophy, and Political Science. 



Analysis of the imaginary aspects of Utopian 
texts and integration of the imaginary with social 
criticism. Two Utopian texts in each of the con- 
stitutive dimensions of society (family, education/ 
culture, economics, politics) describe fundamen- 
tal social options. The relationship between the 
imagination, and the options it uncovers, becomes 
a platform on which to discuss the relation of the- 
ology to ethics, and of theory to practice. 

James Rurak 

TH 605 Integrative Colloquium: Theology and 
Pastoral Practice (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Claire Loweiy 

TH 610 (ED 636) Biblical Spiritualities for the 
Educational Ministry (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry 

Mary C. Boys 

TH 717 (ED 635) The Education of Christians: 
Past, Present and Future (S: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Thomas Groome 

TH 739 Christology (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Robert Imhelli 

TH 762 Christian Ethics: Major Figures (F: 3) 

A study of the relation between theology and eth- 
ics in major representatives such as Augustine, 
Aquinas, Luther, Calvin, Menno Simons, 
Reinhold Niebuhr, and papal encyclicals. Special 
attention to uses of Scripture, war and peace, and 
marriage/sexuality. Will serve as a basic introduc- 
tion to ethics at a graduate level. Lisa Cahill 

TH 816 (ED 539) Christian Ministry: Education 
for the Kingdom (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Thomas Groome 

TH 826 Introduction to the Old Testament 
(Graduate) (F: 3) 

An introduction to the history, religion, and lit- 
erature of ancient Israel. The course will combine 
lecture and discussion with discussion sessions 
aimed particularly at acquainting students with 
the methodological approaches current in bibli- 
cal scholarship. Enrollment limited to 20 students. 

J. Cheryl Exum 

TH 827 Introduction to the New Testament 
(Graduate) (S: 3) 

Historical, sociological and literary methods are 
introduced, evaluated and applied to canonical 
texts. Special attention is given to issues of unity/ 
diversity in early Christian thought and the rel- 
evance of Scripture to modern faith. John Dan- 

TH 828 The Bible and Feminist Criticism (S: 3) 

The study of women in ancient literature cannot 
become anything other than the study of men's 
views of women while remaining within the 
boundaries of the literary text itself. Using an 
approach that steps outside the ideology of the 
biblical text, we shall seek to recover women's 
stories from the more cohesive stories of their 
fathers, husbands, and sons. The course will draw 



110 • Gradi/ate Arts and Sciences • University Courses 



on contemporary' feminist literary theory to cri- 
tique the dominant androcentric perspective of 
the biblical narrative and to reconstruct versions 
of women's stories from the submerged strains of 
their voices in men's stories. J. Cheryl Exum 

TH 830 (ED 731) Praxis of Religious Education 

(S:3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Thomas Groome 

TH 855 Systematic Theology I (F: 3) 

Systematic theology explores the Christian faith 
as an organic whole, the full range of the Chris- 
tian mysteries, their inner coherence and har- 
mony, their intelligible relationships to each other 
and to the totality of the Christian faith, order- 
ing principles, and the like. First semester will 
focus upon the Karl Rahner anthology, The Con- 
tent of Faith (available in xerox) and the Rahner/ 
Yorgrimler Dictionary of Theology. 

Harvey Egan, S.J. 

TH 856 Systematic Theology II (S: 3) 

Building upon the work done in TH 855, "Sys- 
tematic Theology I" on Karl Rahner's theology, 
this seminar will introduce us to some of the major 
texts constituting the traditions of Catholic sys- 
tematic theologies. After an historical overview, 
participants will trace the ways in which creeds 
and doctrines emerged from Scripture and Gos- 
pels, then the development of more systematic 
readings (lectio) and questions (quaestio), leading 
to the Medieval Summae. After sketching the late 
Medieval, Reformation and Counter-Reforma- 
tion systematic efforts, the challenges of modern 
empirical sciences and historical consciousness 
will be studied in the responses to these challenges 
in the systematic theology of Bernard Lonergan. 

Matthew Lamb 

TH 859 Lonergan's Method in Theology (F: 3) 

A close reading of the text, in light of Lonergan's 
published and unpublished writings on theologi- 
cal method. Some acquaintance with Insight: A 
Study of Human Understanding will be presumed. 
The course will be offered as a seminar. Enroll- 
ment limited to 12. Charles C. Hefiing, Jr. 

TH 862 The Rise and Meaning of Modern 
Atheism (S: 3) 

The rise of modern unbelief takes its intellectual 
origins from the strategies employed by theolo- 
gians and philosophers of the early modern pe- 
riod to counter a putative atheism. This course 
proposes to attend briefly to these origins, but 
then to examine the development of modern athe- 
ism as its arguments were engaged by the theolo- 
gians and philosophers of the nineteenth century 
and to explore the question of how responsible 
theistic orthodoxy was for dialectically generat- 
ing its own denial. Michael J. Buckley, S.J. 

TH 885 Life, Structure, Thought in the Christian 
Community to 1500 (F: 3) 

A one-semester survey of major themes in the 
history of Christianity to 1 500. Topics for study 
and discussion will include the development of 
church organization and structure; monasticism; 
forms of religious dissent and reform; spiritual- 
ity; pastoral care and popular piety. 

Patricia DeLeeuw 



TH 888 Master's Interim Study (F: 0-S: 0) 

For those students who have not yet passed the 
Master's Comprehensive but prefer not to assume 
the status of a non-matriculating student for the 
one or two semesters used for preparation for the 
comprehensive. The registration fee plus the ac- 
tivity fee are the only payments required. 

TH 891 Liberation Theology and Social Ethics 

(F:3) 

Graduate seminar structured to facilitate a care- 
ful analysis and evaluation of central texts in 
Christian liberation theology. Primary emphasis 
is on Latin American liberation theology but oth- 
ers, such as Afro-American and feminist libera- 
tion theology, will be considered as well. Atten- 
tion is given to theological, philosophical, social 
scientific, and methodological concerns. Topics 
include conceptions of God, Christology, 
magisterium, love and justice, revolutionary vio- 
lence, eschatology, economic implications. Ma- 
jor counter-arguments to liberation theologies 
will also be considered. Stephen Pope 

TH 895 The Common Good (F: 3) 

An examination of the meaning of the common 
good in several classical authors, and of recent 
efforts to retrieve and reconstruct it in philosophi- 
cal, theological, and political ethics; the meaning 
of solidarity in societies that are at once pluralis- 
tic and interdependent. David Hollenbach, S.J. 

TH 899 Readings and Research (F, S: 3) 

In rare cases where regular courses do not meet 
the needs of students, independent research may 
be arranged by a student with a faculty member. 
Professor's written consent, on a form secured 
from the department, must be secured prior to 
registration. The Department 

TH 901 (ED 735) Traditions of Religion and 
Education (F: 3) 

See course description under Institute of Reli- 
gious Education and Pastoral Ministry. 

Mary C. Boys 



TH 983 Second Year Graduate Colloquium (S: 3) 

Limited to, and required of, students in the BC- 
ANTS Joint Doctoral Program in their second 
year of residency. All second-year students should 
consult with the Director of Graduate Studies, 
prior to registration, about the correct procedure 
to be used in registering for this course. 

Pheme Perkins 
S. Mark Heim 

TH 990 First Year Graduate Colloquium (S: 3) 

Limited to, and required of, students in the BC- 
ANTS Joint Doctoral Program in their first year 
of residency. All first-year students should con- 
sult with the Director of Graduate Studies, prior 
to registration, about the correct procedure to be 
used in registering for this course. Pheme Perkins 

S. Mark Heim 

TH 998 Doctoral Comprehensive (F: 0-S: 0) 

For students who have not yet passed the Doc- 
toral Comprehensive but prefer not to assume the 
status of a non-matriculating student for the one 
or two semesters used for preparation for the 
comprehensive. The registration fee plus the ac- 
tivity fee are the only payments required. 

TH 999 Doctoral Continuation 

All students who have been admitted to candidacy 
for the Ph.D. degree are required to register and 
pay the fee for doctoral continuation during each 
semester of their candidacy. This registration 
entitles them to use of the university facilities (li- 
braries, etc.) and to the privilege of auditing in- 
formally (without record in the graduate office) 
courses which they and their advisors deem help- 
ful. Tuition must be paid for courses formally 
audited or taken for credit. 

Institute Courses 

See Institute of Religious Education and Pasto- 
ral Ministry section. 



University Courses 

The course listed below is an interdisciplinary 
course taught by William Meissner, S.J., the 
University Professor of Psychoanalysis. This 
course is of interest to graduate students in vari- 
ous disciplines. 

UN 876 Psychoanalytic Forum Lectures (F: 3) 

A series of lectures which deals with various as- 
pects of psychoanalysis in dialogue with the aca- 
demic disciplines. This year-long course involves 
attendance at each of the lectures in the Psycho- 
analytic Forum Lecture Series. A formal meeting 
following each lecture will be arranged with the 
instructor for discussion and reading assignments. 
An extensive paper will be required at the end of 
the course. William W. Meissner, S.J. 



Carroll Graduate School of Management • Degree Programs • 1 1 1 



The Wallace E. Carroll 
Graduate School of Management 



The Master in Business Administration 
Program 

The M.B.A. program provides mature men and 
women with a broad professional education that 
prepares them for management careers in busi- 
ness and other sectors of society. The Boston 
College M.B.A. program demands mastery of 
technical and analytical skills but treats these as 
necessary but not sufficient characteristics of ef- 
fective management education. In addition, Bos- 
ton College seeks to cultivate in the men and 
women it selects an orientation towards respon- 
sible, inquiring action. The program emphasizes 
development of action skills necessary to imple- 
ment decisions and to learn from experience on a 
continuing basis, as well as an appreciation of 
human values and the importance of ethical be- 
havior in management. The integration of con- 
cerns for technical competence, action effective- 
ness, and ethical values helps to define the distinc- 
tive character of the Boston College M.B.A. pro- 
gram. 

Master of Science in Finance 

The Master of Science in Finance program offers 
advanced financial training designed to build 
upon a Bachelor's or Master's degree in Business 
Administration with minimal course overlap. The 
program will prepare candidates for application 
of advanced financial theory and practice, includ- 
ing current quantitative frameworks in financial 
analysis as they apply to a wide range of complex 
financial management problems. Candidates for 
the M.S. in Finance typically will have an under- 
graduate or graduate degree in management. 
While the ideal candidate has had at least two 
courses in Finance, consideration will be given to 
advanced work in accounting or economics. Ap- 
plicants' quantitative skills will be weighted 
heavily in the admission decision. 

The M.S. in Finance program is comprised of 
eight required and two elective courses, each 
worth three credits. This ten-course schedule is 
designed for completion in two years of part-time 
study, including one summer, or one year of full- 
time study. 

Ph.D. in Management with a 
Concentration in Finance 

Boston College offers a Ph.D. in Management 
with a concentration in Finance. Beyond provid- 
ing students with a solid training in financial 
theory and quantitative research methods, the 
program is designed to give students the concep- 
tual foundation, motivation, and academic skills 
necessary to excel in scholarly research and teach- 
ing. 

Ph.D. in Management with a 
Concentration in Organization Studies 

Boston College offers a Ph.D. in Management 
with a concentration in Organization Studies. 
The program is designed to provide the knowl- 
edge of theory and research methods, as well as 
the practical skills to enable the student to become 
a productive scholar and an excellent teacher. 



The intellectual theme of the program em- 
phasizes organizational transformation, which 
refers to fundamental changes in organizations 
that influence their character and effectiveness. 
This theme reflects the faculty's view that orga- 
nizations in the 1990s and beyond will face fun- 
damental change at a faster pace than ever before, 
and organization members will need new knowl- 
edge and skills to make such changes constructive. 

The student is expected to be in full-time resi- 
dence at the University for three years in order 
to complete course requirements and a disserta- 
tion. Financial support as well as tuition remis- 
sion is available for students who serve as research 
and teaching assistants while in residence. 

A separate brochure is available describing the 
program, prerequisites, and application proce- 
dures in detail. For further information, call 617- 
552-3955. 

Joint J.D.-M.B.A. Program 

The Graduate School of Management and the 
Law School at Boston College offer a joint J.D.- 
M.B.A. Program. Students in the program must 
be independently admitted to both schools. 
Credit for one semester's courses in the M.B.A. 
program is given towards the J.D. degree, and, 
similarly, credit for one semester's courses in the 
Law School is given towards the M.B.A. degree. 
Both degrees can thus be obtained within four 
academic years, rather than the five required for 
completing the two degrees separately. Joint J.D.- 
M.B.A. degree candidates are billed at the Law 
School tuition rate for their first year at the Law 
School and at the GSOM rate for their first year 
in the M.B.A. program. They are billed at the Law 
School rate for their final two years of the pro- 
gram (during which time they take the equivalent 
of three semesters' work at the Law School and 
the equivalent of one semester at GSOM). Stu- 
dents interested can obtain detailed information 
from the respective Graduate Deans' offices. 

Joint M.S.W.-M.B.A. Program 

The Graduate School of Management and the 
Graduate School of Social Work offer a joint 
M.S.W.-M.B.A. Program. Students in the pro- 
gram must be independently admitted to both 
schools. Credit for one semester's courses in the 
M.B.A. program is given toward the M.S.W. de- 
gree, and, similarly, credit for one semester's 
courses in the M.S.W. program is given toward 
the M.B.A. degree. Both degrees can thus be ob- 
tained within three academic years, rather than 
the four required for completing the two degrees 
separately. Joint M.S.W.-M.B.A. degree candi- 
dates are billed at the GSSW rate for their first 
year in the M.S.W. program and at the GSOM 
rate for their first year in the M.B.A. program. 
They are billed course by course in their final year 
of the program (during which time they take the 
equivalent of one semester's work at each school). 
Students interested can obtain more detailed in- 
formation from the respective Graduate Deans' 
offices. 



Joint M.B.A-Ph.D. in Sociology 
Program 

The Graduate School of Management and the 
Department of Sociology at Boston College have 
a joint M.B.A.-Ph.D. program. To enter this pro- 
gram, students must be independently admitted 
to both schools. The joint degree program re- 
quires approximately one year less course work 
than the two degrees taken separately. Joint de- 
gree candidates complete 42 credits at GSOM 
rates and 39 credits and a doctoral dissertation in 
the Department of Sociology. Interested candi- 
dates can obtain more detailed information from 
the Graduate Deans' offices. 

Semester in Spain 

Boston College maintains an international stu- 
dent exchange program with Icade University in 
Madrid, Spain. Students selected to participate in 
the program spend the fall semester of the sec- 
ond year at the Madrid campus. They may also 
spend the preceding summer in Spain in an in- 
tensive language instruction program. Students 
who successfully complete the program abroad 
receive credit for four courses. 

Special Study 

In some instances, students may wish to pursue 
specific areas which are not included in the regu- 
lar program of study. In the second half of the 
program, therefore, there are options available to 
meet this need: 

1 . Thesis Option: The thesis program provides 
an opportunity for the student to work indepen- 
dently on a specific problem of his or her choice: 
a) selecting and defining the problem; b) gather- 
ing, organizing, and evaluating the information; 
c) interpreting the results and reaching sound 
conclusions; d) preparing clear, logical written 
presentations; and e) defending his or her posi- 
tion in an oral examination. It is significant to 
point out that this research approach, wherein the 
student performs largely on his or her own ini- 
tiative, closely parallels the kind of responsible 
assignment given to professional managers. The 
thesis, administered through MH 891 and MH 
892, offers six credits. 

2. Independent Study Project: A student may 
propose to a faculty member an independent 
study project, the satisfactory completion of 
which will substitute for elective credits in the 
second level of the curriculum. 

To qualify for an independent study project, 
the student must submit a written proposal for the 
endorsement of the faculty member and the 
Graduate Dean. 

3. Research Teams: On occasion, students may 
be selected to work on research teams under the 
direction of experienced faculty researchers. In 
such cases, the student gains the added advantage 
of formal research direction and close working re- 
lationships with faculty members who are actively 
engaged in substantive research endeavors. 



112 • Carroll Graduate School of Management • Corf Curriculum 



Teaching Methods 

The quality of an educational program is reflected 
not only in the soundness of its curriculum but 
also in the effectiveness of its teaching methods. 
The M.B.A. program does not identify one 
method of teaching as the most effective medium 
for graduate instruction. Course content and in- 
dividual teaching styles are important factors 
which suggest the use of several different teach- 
ing methods. In this regard, we recognize the 
privilege and the deep responsibility of the indi- 
vidual professor to choose his or her own method 
of instruction: seminar, case method, simulation, 
lecture plus group discussion, work groups, or 
other combination of methods he or she consid- 
ers most effective for his or her course. 

Generally speaking, course work will involve 
considerable analysis and discussion of business 
problems. Student effort in courses will involve 
both substantial pre-class preparation and active 
participation in class discussions. At the graduate 
level, a student is capable of reading and under- 
standing most of the text material without instruc- 
tional guidance. Class time, therefore, is con- 
cerned with the application of the text material to 
specific business problems, rather than a review 
of textbook assignments. As a result, academic 
performance is measured not so much on 
memory-based examinations but on the student's 
demonstrated ability through businesslike re- 
ports, class discussion, and oral presentations to 
apply his or her knowledge to the solution of 
business problems. 

While individual business problems, cases and 
examples are used as a means of providing active 
student participation in the learning process, it is 
important to note that our objective is not to teach 
specific problem solutions, but rather to develop 
in the student a growing awareness of the broader 
principles of managerial problem-solving and 
decision-making. 

M.B.A. Program Options 

The full-time option is a two-year program, com- 
prising fifty-four credits. Thirty credits are earned 
during the first year in the core curriculum re- 
quired of all students. The remaining twenty-four 
credits (eight semester courses) are earned dur- 
ing the second year. Six of these eight courses are 
open to the student's election, with most students 
choosing to concentrate four of their electives in 
an area of specialization such as marketing or fi- 
nance (see Elective Offerings and Concentra- 
tions). The final two capstone courses in Strategic 
Management are required of all students and serve 
to integrate the program as a whole. 

The part-time program is generally com- 
pleted in three and a half or four years and com- 
prises fifty-four credits. In the part-time option, 
students generally attend classes two evenings a 
week and often take a course during the summer 
session. Their program is similar to that for full- 
time students — the core curriculum followed by 
six electives and the two capstone courses in Com- 
petitive Strategic Management and Knvironmen- 
tal Strategic Management. 

The program is designed for people with: 
broad liberal arts backgrounds; engineering, 
mathematical and scientific educations; education, 
nursing and business undergraduate degrees. 



The program is also designed to be of inter- 
est to students who already hold relevant gradu- 
ate degrees in fields other than management. For 
Ph.D. and J.D. degrees as many as twelve ad- 
vanced standing credits may be offered. For 
Master's degrees as many as six advanced stand- 
ing credits may be offered. M.B.A. candidates may 
be allowed up to four courses (12 credits) for work 
satisfactorily completed at other AACSB accred- 
ited schools. 

Accreditation 

The Boston College Wallace E. Carroll School 
of Management is fully accredited by the Ameri- 
can Assembly of Collegiate Schools of Business. 
The School is also a member of the Graduate 
Management Admission Council (GMAC) and 
the New England Association of Graduate Admis- 
sion Professionals. 

The Core Curriculum 

The core curriculum introduces the student to the 
functional areas of business. Concurrently, the 
core focuses on the development of analytical and 
decision-making skills and pays considerable at- 
tention to interpersonal skills and reflective man- 
agement practices. Throughout the M.B.A. expe- 
rience students are encouraged to treat the pro- 
gram itself as an organizational setting in which 
they and the faculty have responsibilities to en- 
act and observe effective managerial practices and 
criticize, humanely, ineffective practices. 

For example, students will write a paper ana- 
lyzing their own managerial effectiveness as mem- 
bers of study groups. Later they will be asked to 
define and complete a major research project. The 
research projects will vary widely, some focusing 
on quantitative problems, some on systems de- 
sign, some on interpretations of the actual activi- 
ties observed in a live organizational setting, and 
others on solving specific problems for clients in 
the Boston area. These projects are presented to 
the faculty and students at the end of the year. 
Awards are given in recognition of excellence and 
achievement. 

The core curriculum includes three-credit 
courses in Economics, Accounting, Finance, Sta- 
tistics, Computing and Information Systems, 
Marketing, Operations Management, Interna- 
tional Management, Organizational Behavior, 
and Perspectives on Management. All students 
must complete the core requirements. 

The following short descriptions introduce 
these courses. 

It is strongly recommended that students pur- 
chase or lease their own microcomputers and have 
competence in the use of its associated software, 
including word processing programs, spread- 
sheets and graphics programs. These and other 
programs will be used in the M.B.A. courses and 
should prove useful throughout a management 
career. 

Computer Information Systems 

The advances made in information technology — 
primarily computers and communications — have 
been revolutionary. We are rapidly moving from 
an era of information scarcity to one of abun- 
dance; and an organization's ability to manage this 
abundance is an increasingly important issue. 
Thus, a major challenge facing management is the 



effective creation and use of information and the 
systems that capture, structure and convey such 
information. 

Organizations have frequently failed to 
achieve their goals because managers did not have 
sufficient conceptions of, and experience with, 
information systems and technology, their stra- 
tegic use, and their relationship to strategic plan- 
ning. 

This course is a primarily non-technical one 
designed for executives and other managers who 
must resolve an often bewildering array of orga- 
nization, resource allocation, integration, plan- 
ning and performance issues involving informa- 
tion systems, which are critical to the success of 
their enterprises. 
MC 707-Computer Information Systems 3 

Statistics 

Statistical techniques are used in many manage- 
ment disciplines. The statistics course will con- 
sider mathematical and statistical methods useful 
for the analysis of business problems. Students will 
learn statistical techniques such as correlation, 
regression, hypothesis testing and analysis of vari- 
ance. 
MD 705-Statistics 3 

Accounting 

New management technologies and changes in 
the business environment during the past two 
decades have caused managers to look anew at the 
traditional function of accounting. At the outset, 
course work will be concerned with the develop- 
ment and use of accounting information to evalu- 
ate the status and performance of business enter- 
prises. Attention will be given to the reporting of 
information for use by persons and institutions 
outside the enterprise. In the second part of the 
course, the focus will be on the use of accounting 
information in managerial decision-making. 
MA 701 -Accounting 3 

Finance 

Prerequisite: MA 701 

This course deals primarily with the firm's invest- 
ment and financing decisions. Topics treated in- 
tensively include valuation and risk, capital bud- 
geting, financial leverage, capital structure, and 
working capital management. Also discussed are 
financial statement analysis and tools of planning 
and control. Some introduction is given to finan- 
cial institutions and their role in supplying funds 
to businesses and non-profit organizations. 
MF 704-Finance 3 

Operations Management 

Prerequisite: MD 705 

This course covers the concepts, processes, and 
managerial skills needed in producing goods and 
services. The course focuses on decisions that 
convert broad policy directives into specific ac- 
tions within the organization and that guide the 
monitoring and evaluating of the activity. The 
major techniques of quantitative analysis are ap- 
plied to a variety of managerial decision problems. 
Emphasis is placed on developing formal analytic 
skills, especially in structured problem solving, 
and on recognizing both the strengths, limita- 
tions, and usefulness of management science ap- 
proaches. 
MD 707-Operations Management 3 



Carroll Graduate School of Management • Elective Offerings • 1 13 



Organizational Behavior 

Effective business decision-making and imple- 
mentation require coordinated action on the part 
of many individuals within an organization struc- 
ture having both formal and informal overtones. 
The course is designed to teach the behavioral 
skills necessary for individuals to become effec- 
tive managers: to diagnose, implement, and 
change 1) individual human behavior, 2) group 
interaction, 3) leadership and power relations, 4) 
organization structure and design. The student 
discovers the nature of the patterns of individual, 
group, and organization behavior from case de- 
scriptions, organizational exercises, group discus- 
sions, and role-playing activities. Individual, 
group and organizational behaviors are consid- 
ered from both the systems and historical perspec- 
tives. 
MB 709-Organizational Behavior 3 

Marketing 

This course focuses on the managerial skills, tools, 
and concepts required to produce a mutually sat- 
isfying exchange between consumers and provid- 
ers of goods, services and ideas. The material is 
presented in a three-part sequence. Part one deals 
with understanding the market place. Part two 
deals with the individual parts of the marketing 
program such as pricing, promotion, product 
decisions and distribution. The third part of the 
course deals with overall strategy formulation and 
control of the marketing function. Students in this 
course will come to understand the critical links 
between marketing and the other functional ar- 
eas of management. 
MK 705-Marketing 3 

Economics 

The Economics course emphasizes the principles 
and relationships which form the basis for mana- 
gerial decisions within the firm and projections of 
the economic environment outside the firm. Tra- 
ditional micro-economic, macro-economic and 
international economic concepts are integrated by 
using a systems analysis approach. Application of 
economic theory to the solution of contemporary 
problems helps develop skills in taking manage- 
rial action. 
MD 700-Economics 3 

International Management 

In the international management course, students 
will identify and analyze those factors which cre- 
ate the unique characteristics of the international 
firm. Students will also learn how to solve specific 
categories of international business problems and 
how to take advantage of international business 
opportunities. 

Specifically, the first part of this course deals 
with the environment of international business. 
The theory of foreign trade and investment, in- 
ternational monetary flows and institutions, rela- 
tionships between governments and international 
firms, analysis of foreign cultures, problems of the 
developing countries and trade with communist 
countries are topics which will be explored. 

The second part of the course will deal with 
entry into international business and with inter- 
national investment strategy. Then the focus will 
turn to unique organizational issues in the inter- 
national firm. 
MM 708-International Management 3 



Perspectives on Management 

Integrating all the core courses is Perspectives on 
Management, a course unique to the B.C. pro- 
gram, which provides an historical examination of 
management, as well as a forum for the discussion 
and development of action skills and the cultiva- 
tion of personal values and ethics in the art of 
management. 

The essential questions throughout are "What 
constitutes effective management?" and "How 
can one learn to become a more effective man- 
ager? 
MH 702 -Perspectives 3 

The Experience of the Core Program 

The foregoing course descriptions already suggest 
that the core program, whether taken on a full- 
time or on a part-time basis, is an intense experi- 
ence. The core program is also an integrated ex- 
perience, far more coherent than the different 
course descriptions can suggest. One source of 
integration is that special sessions in the full-time 
program and in the part-time program are re- 
served for integrative events and exercises. A sec- 
ond source of integration will be regular student 
study-group meetings to bring different points of 
view to bear on cases and theories. A third source 
of integration will be the management simulation 
and the field research projects undertaken as part 
of the Perspectives on Management course. 

Throughout the core program, in classes and 
in the special integrative activities just described, 
students will repeatedly be put in the position of 
performing professionally, whether in terms of 
oral or written presentations or in terms of man- 
aging a group to accomplish certain tasks. Stu- 
dents will receive feedback about their manage- 
rial style and will be asked to experiment toward 
increasingly responsible and increasingly effective 
modes of management. The overall aim of the 
core curriculum is to prepare students not just to 
think effectively but to act effectively under con- 
ditions of complexity and uncertainty. 

The Required Capstone Courses in 
Competitive Strategic Management 
and Environmental Strategic 
Management 

After completing the core courses, students take 
two integrative capstone courses in Strategic 
Management during the second half of their pro- 
gram, along with six elective courses. 

Competitive Strategic Management 

The competitive strategic management course 
deals with the overall general management of an 
organization. It stresses the role of the manager 
as strategist and coordinator whose function it is 
to integrate the conflicting internal forces that 
arise from among the various organizational units 
while simultaneously adapting to the external 
pressures that originate from a changing environ- 
ment. Case analysis of organizations of different 
types, sizes, industries, and stages of development 
provide the basis for determining organization 
strategies and policies under conditions of uncer- 
tainty and for developing the analytical, concep- 
tual, decision-making, and human skills appropri- 
ate to the role of the general manager. The stu- 
dent is given ample opportunity to review differ- 
ent managerial philosophies and styles and the 
role that managerial values play in strategy for- 



mulation. In this context, one is asked to ponder 
what one's own answer to the How-To-Manage 
question will be. The courses serve as an integrat- 
ing experience for the A4.B.A. Program in that 
they draw heavily upon and use much of the 
knowledge and skills developed in the core cur- 
riculum. 
MD 710-Competitive Strategic Management 

Environmental Strategic Management 

Prerequisite: MD 710 

This course concentrates on the dynamic exter- 
nal environment surrounding the organization. It 
views the external environment from several per- 
spectives: as a complex set of interrelated eco- 
nomic, legal, political, social, ecological, and cul- 
tural influences upon the organization, as a con- 
stellation of publics or constituencies (suppliers, 
unions, stockholders, government, local commu- 
nity, pressure groups, etc.) affecting the organi- 
zation, or as a set of social issues (e.g., consumer- 
ism, pollution, discrimination, public disclosure, 
etc.) involving the organization and society. 
Through case analysis the student gains insight 
into the complicated interrelationships between 
the organization and its surrounding environment 
and learns skills useful in scanning and coping 
with that environment. Environmental analysis, 
by considering such topics as ideology and social 
contract, corporate power, corporate social re- 
sponsibility, formulating corporate social policy, 
and social auditing, involves the student in design- 
ing managerial responses to deal with problems 
or issues posed by the social environment. In deal- 
ing with these problems and issues, both a soci- 
etal and a managerial perspective is maintained. 
That is, society's needs, wants, and values are 
considered along with what should be the orga- 
nizational and managerial responses. In this con- 
text, students develop awareness of the problems 
encountered when making decisions under con- 
ditions of value conflicts and learn about the role 
of the general manager as a linking pin between 
the organization and its environment. 
MD 711-Environmental Strategic Management 

Elective Offerings and Concentrations 

Beyond the core curriculum and the two integra- 
tive capstone courses, students take six free elec- 
tives of which as many as four electives can be in 
a selected concentration area with the balance in 
other areas. Concentrations are offered in the 
following areas: Accounting, Computer Science, 
Financial Management, Marketing, Organiza- 
tional Studies, Operations Management, and 
Strategic Management. The concentrations may 
include approved courses from other areas of the 
M.B.A. Program as well as approved courses of- 
fered by other colleges and schools of the Uni- 
versity. An M.B.A. student may choose to tailor 
electives. Any student who wishes to do so may 
offer for consideration a package of logically in- 
terrelated subjects differing from any concentra- 
tion specified — for example, in the areas of Pub- 
lic Management or International Management. 
Such a set will be accepted in satisfaction of the 
concentration requirement on written approval of 
the assigned faculty member in a concentration 
area which most closely relates to the student pro- 
spectus. 



114 • Carroll Graduate School of Management • Admission 



A thesis written by the student and approved 
by the faculty may be elected by the student. The 
thesis, administered through MH 891 and MH 
892, offers six credits. 

The elective courses available for concentra- 
tions are described in the Carroll Graduate School 
of Management Bulletin. 

Career Services 

Few candidates arrive knowing exactly what ca- 
reers they want to pursue. Even those who think 
they know where they are heading often develop 
new job objectives through exposure to the cur- 
riculum, to other students, faculty and opportu- 
nities made available by the Career Services Of- 
fice. 

The Career Services Office for the CGSOM 
program is located in Fulton Hall, Room 207 and 
is exclusively for the use of all full- and part-time 
CGSOM students. It is a major employment and 
counseling resource for all students. During the 
first year the Career Services Office aids students 
in obtaining summer positions, and in the second 
year, in obtaining permanent employment. This 
office helps students market themselves and de- 
velop effective salary negotiation skills. The Ca- 
reer Services Office assists in the preparation of 
student resumes. Second-year students are often 
contacted directly by prospective employers who 
may interview students on campus or at their or- 
ganization. 

Other career-related activities are specific ca- 
reer development seminars and workshops with 
representatives from business, government and 
various non-profit agencies. The Career Services 
Office keeps alumni and students in touch with 
one another via an active Alumni Career Advisory 
Service which currently lists two hundred M.B.A. 
alumni as members. 

Personal career counseling is available to those 
who seek it either through meetings with the 
Director of Career Services or with some faculty 
who maintain a very special interest in student 
placement. Finally part-time students are always 
welcome to discuss possible career changes while 
still in the program and are encouraged to utilize 
the resources and services of the program and the 
University. 

ADMISSION TO THE M.B.A. PROGRAM 

The Admissions Committee has the difficult task 
of selecting approximately 110 to 120 full-time 
applicants and 185 part-time applicants from a 
pool of 1,200 applications. The objective is to 
select people who have high potential for success 
as either professional managers or business entre- 
preneurs. 

The most important tool in this selection pro- 
cess is the application itself because it provides the 
same basic information on all candidates while 
allowing each applicant the opportunity to present 
data unique to himself or herself. We are seeking 
candidates who are not only academically strong 
but who can benefit from the program and who 
will contribute significantly to the learning expe- 
rience of their peers. 

Work experience is not an absolute require- 
ment for admission. However, full-time employ- 
ment prior to enrollment strengthens the appli- 
cation. 



The admission decision is based on a combi- 
nation of factors rather than on any one factor. 
Consideration is given to a candidate's: 

1 . Academic record; 

2. Score on the Graduate Management Admission 
Test; 

3 . Potential for leadership in business as evidenced 
in part-or full-time work experience, military ser- 
vice, community or extracurricular activities; 

4. Statements on the application form concern- 
ing reasons for pursuing a professional course of 
study in management; 

5. Letters of recommendation. 

The Admissions Committee does not estab- 
lish a required minimum undergraduate average 
for entrance into the program. However, the most 
recently enrolled class had an average GPA of 3 . 1 
and a score of 570 or more on the Graduate Man- 
agement Admission Test. Work experience is also 
regarded favorably by the committee. The admis- 
sion decision is based on an evaluation of the to- 
tal application rather than upon the academic 
record alone. 

An application fee of forty-five dollars should 
accompany the completed application forms. 

Applicants may request an informational in- 
terview with a member of the staff of the Carroll 
Graduate School of Management. Personal inter- 
views are not a required part of the admission 
procedure and are viewed only as an opportunity 
for the applicant to become better acquainted 
with the program rather than as a screening de- 
vice in the application process. In addition, infor- 
mation seminars are held regularly for both the 
full-and part-time programs. These allow pro- 
spective students to meet with current students, 
faculty and administrators to learn more about the 
program. 

Admission Procedure 

The application form packet may be obtained by 
writing or telephoning: Office of Admissions, The 
Wallace E. Carroll School of Management, The 
Graduate School, Fulton 306, Boston College, 
Chestnut Hill, Massachusetts 02 167. Telephone 
617-552-3920. 

Full-time students enter the M.B.A. program 
in September at the beginning of the fall semes- 
ter. Part-time students enter either in September 
or in January for the spring semester. The appli- 
cation deadline for September admission is April 
1 for full-time students. However, rolling admis- 
sions for the full-time M.B.A. program does not 
end until May 15. Deadline date for the part-time 
M.B.A. program is June 1 with rolling admissions 
endingjuly 2. The application deadline for Janu- 
ary is November 15. However, applicants for Sep- 
tember admission are urged to apply as early as 
possible. 

Graduate Management Admission 
Test 

Applicants are required to take the Graduate 
Management Admission Test in business. This is 
an aptitude test to determine the applicant's po- 
tential for study in the field of business adminis- 
tration. 

The Admissions Test is administered several 
times each year, usually in October, January, 
March, and June at test centers throughout the 
United States. 



It is the responsibility of the applicant to make 
arrangements for taking the test. Complete infor- 
mation and application forms may be obtained in 
person from the Office of Admissions, Graduate 
School of Management, Fulton 306, or by mail 
from the Educational Testing Service, Box 966, 
Princeton, New Jersey 08540. 609-771-7330 

International Students 

In addition to the admissions requirements listed 
above, the Carroll Graduate School of Manage- 
ment requires all international students for whom 
English is not the first language or who have not 
graduated from an American university, to take 
the Test of English as a Foreign Language 
(TOEFL). Also, the Test of Written English 
(TWE) and the Test for Spoken English (TSE) 
is required for admission into our M.B.A. degree 
program. An official score report must be sent to 
the Carroll Graduate School of Management, 
Fulton Hall, Room 306. Applications for the 
TOEFL can be obtained from TOEFL, Box 899, 
Princeton, New Jersey 08340 USA. 

Boston College is currently unable to offer 
need-based financial assistance to international 
students enrolled in the M.B.A. program. How- 
ever, the Carroll Graduate School of Manage- 
ment offers a scholarship to a qualified interna- 
tional candidate. 

Information on Expenses 

The four major items of expense are tuition, books 
and supplies, fees and living expenses. See chart 
at right for more detailed information. 

Payments 

All tuition and fees are due and payable in full at 
the time of registration at the beginning of each 
semester. (See the Academic Calendar at the back 
of this Catalog for registration deadlines.) All 
checks should be made payable to: BOSTON 
COLLEGE. 

As confirmation of their intention to attend, 
all admitted students must make a non-refundable 
acceptance deposit which is credited toward their 
tuition. The full-time student deposit is $400, 
($200 of which is refundable if a student notifies 
the Admissions Office of a change of plans by 
August 1). The part-time student deposit is $200. 
The $200 is non-refundable. 

Deferred Payment 

Students who prefer to make payments on a 
monthly basis should contact the University Fi- 
nancial Aid Office, Lyons Hall, for details of in- 
stallment loan plans available through local lend- 
ing institutions. In cases of extreme hardship, stu- 
dents should make appointments to discuss their 
individual problems with representatives of the 
University Financial Aid Office. 

Financial Aid 

The Carroll Graduate School of Management 
offers a limited number of Graduate Assistant- 
ships and scholarships. These are merit-based 
awards that are available to qualified students. 

Recipients of need-based financial aid are ex- 
pected to fill out financial background forms for 
the University including: 1) the Financial Aid 
Form (FAF), or 2) the GAPSFAS, 3) Parents' 
Federal Tax Form, 4) Students' Federal Tax 
Form, and 5) Financial Aid Transcripts from all 
previously attended universities. 



Carroll Graduate School of Management • General Information • 1 1 5 



TUITION, FEES AND ESTIMATED LIVING EXPENSES FOR 1992-93 



1 . Tuition. The tuition will be $504 per semester credit hour (academic year 1992-93 figure). 

2. Books and Supplies. The estimated cost of books and supplies is $80.00 per course. In certain courses, 
laboratory fees are charged to cover the costs of special materials, cases, and computer time. 

3. Fees. Other fees include: 

• Application Fee (new students only, not refundable) $45.00 

• Registration Fee (per semester) 1 5.00 

• Late Registration Fee 45.00 

• Certified Credits (transcript) 2.00 

• Grad Student Activity Fee 12.00-22.00 

• I.D. Card Fee 15.00 

4. Living Expenses. Living expenses vary in individual situations. A realistic estimate is in the neighborhood 
of $3,500 per semester for students living away from home. 

For a full-time student living away from home, estimated annual expenses are: 

Tuition (approximate, based upon 5 courses per semester) $1 5,1 20.00 

Books and Supplies 800.00 

Living Expenses (estimate) 7.000.00 

TOTAL $22,920.00 



Graduate and Research Assistantships 

Graduate Assistants are assigned to academic de- 
partments for teaching, research, or administra- 
tive duties. Each spring, beginning February 1 , for 
the Carroll Graduate School of Management, all 
applications of incoming full-time students are 
reviewed along with the records of first-year stu- 
dents for these assistantships. Annual decisions are 
made in March. 

All Assistantship awards must be reported to 
the University Financial Aid office and are fac- 
tored into the student's total financial aid pack- 
age. 

Part-Time Employment 

There are some opportunities for part-time em- 
ployment in the University environment, includ- 
ing assignments as readers in courses, library as- 
sistants, administrative assistants, tutors, etc. In- 
formation on these opportunities is available 
through the University Financial Aid Office and 
through the various departments in the School of 
Management. Students should contact the Finan- 
cial Aid Office to determine their eligibility un- 
der the Federal Work Study Program. The Ca- 
reer Services Office provides current listings of 
part-time employment opportunities in compa- 
nies, service organizations, and government 
within the Greater Boston Metropolitan area. 

Federal and State Loan Programs: Students 
are urged to consider various state and federal 
programs such as the Massachusetts Higher Edu- 
cation Loan Program (HELP), which is admin- 
istered by local banks for the state government 
and the Guaranteed Insured Loan Program 
(GILP), which is guaranteed by the federal gov- 
ernment and administered by local banks. The 
Financial Aid Office has information about these 
programs and about their current status. 



GENERAL INFORMATION 

Grading 

Students must maintain a 3.0 (B) grade point av- 
erage to be in good academic standing in the 
Carroll Graduate School of Management. Stu- 
dents will receive one of the following grades in 
each course at the end of the semester: A, A- B+, 
B, B-, C, W, F, or I. The high passing grade of A 
is awarded for course work which is distinguished. 
The passing grade of B is awarded for course work 
which is clearly satisfactory at the graduate level. 
The low, passing grade of C is awarded for work 
which is minimally acceptable at the graduate 
level. The failing grade of F is given for work 
which is unsatisfactory. 

Academic credit is granted for courses in 
which a student receives a grade of A, A-, B+, B, 
B-, or C. No academic credit is granted for a 
course in which a student receives a grade of F. A 
student who receives a grade of C or less in five 
courses will be subject to academic review and 
may be required to withdraw from the Graduate 
Program. However, a student who receives three 
F's will be automatically dropped from degree 
candidacy. 

Scholastic Average 

For purposes of computing scholastic standing, 
numeric averages are assigned to letter grades as 
follows: A: 4.0, A-: 3.7, B+: 3.3, B: 3.0, B-: 2.7, 
C: 2.0, F: 0. In order to graduate a student must 
attain an overall average of B- (2.7) or higher in 
course work. 

Withdrawal from a Course 

No grade entry and no record of courses will ap- 
pear in permanent records for students who with- 
draw from such courses during the registration 
period. After the registration period but before 
the last three weeks of class — grades of W will be 
recorded. Beginning with the last three weeks of 
class and during the examination period — a grade 
of failure will be recorded and will enter into the 
computations of the student's average unless the 
Graduate Dean indicates another recording en- 



try. This same condition applies to students who 
enroll and neglect to withdraw formally. 

Course Completion 

All required work in any course must be com- 
pleted by the date set for the course examination. 
For adequate reasons, however, a deferment may 
be allowed at the discretion of the professor of the 
course. If such a deferment is granted, the pro- 
fessor will determine its length up to a maximum 
of four months from the end of the examination 
period. Deferments longer than four months may 
be granted only by the Graduate Dean, who will 
in all cases consult the professor of the course. If 
a deferment is granted, the student will receive a 
temporary grade of I (Incomplete), which will be 
changed after the above-mentioned date to any 
of the above grades except W. 

Course Load 

The minimum course load for full-time students 
is four courses per semester. The maximum 
course load for a full-time student is five courses 
per semester. Four courses are generally consid- 
ered to be a full-time load. In some cases, arrange- 
ments may be made through the Graduate Dean 
for adjustment of course loads to meet personal 
problems or situations. The minimum course load 
for part-time students is one course, with special 
permission from the Dean. The maximum load 
for a part-time student is two courses. 

Time Limit 

All students are expected to complete all require- 
ments for the M.B.A. degree within six (6) years 
of the initial registration. All requirements for the 
M.S. in Finance degree must be completed within 
four (4) years. Approved leaves of absence can be 
used to adjust this limit. 

Leave of Absence and Readmission 

If a student finds it necessary to interrupt his or 
her program of study, he or she should notify the 
Graduate Dean's office in writing, including rea- 
sons for the requested leave of absence and an- 
ticipated date of return. If the period of interrup- 
tion exceeds one semester, the student must file 
for reinstatement upon returning to the program. 
A reinstatement decision will consider the 
student's prior academic performance, the length 
of his or her absence, current admission policies 
and enrollment figures, and changes in the pro- 
gram or degree requirements that may have taken 
place during the period of absence. 

Students who take a leave of absence from the 
University for any length of time must apply for 
readmission with the Office of the University 
Registrar, Lyons 112. 

Summer Session 

The Carroll Graduate School of Management 
provides a limited number of course offerings on 
an accelerated schedule duringjune andjuly. Stu- 
dents may take one or two courses during the 
summer session. 

Clearance for Good Standing 

Every student must be in good standing with the 
M.B.A. Program and with the Treasurer's Office 
in order to be eligible for enrollment in course 
work. Each registration, therefore, will be 
checked to ensure that the student meets the fol- 
lowing conditions: 



116* Carroll Graduate School of Management • Departments .and Faculty 



Academic: Must be maintaining a satisfactory 
academic average; 

Administrative: Must be fulfilling prescribed 
administrative requirements; 
Financial: Must be in good standing with the 
Treasurer's Office. 

Student Integrity 

It is the purpose of the Boston College Wallace 
E. Carroll Graduate School of Management to 
develop the whole person. Integrity and honesty 
in the performance of all assignments both in the 
classroom and outside are essential to this pur- 
pose. A student who submits work which is not 
his or her own violates the principle of high stan- 
dards and jeopardizes his or her right to continue 
at the Carroll Graduate School of Management. 

Listed below are the faculty members in each 
department in the Carroll Graduate School of 
Management. 

ACCOUNTING 

Faculty 

Arthur L. Glynn, Professor Emeritus; M.B.A., 
Boston University; J.D., Boston College Law 
School 

Louis Corsini, Associate Professor; B.S.B.A., 
M.B.A., Boston College; Ph.D., Louisiana State 
University; C.P.A., Massachusetts 

Ronald Pawliczek, Associate Professor; B.B.A., 
Siena College; M.B.A., Ph.D., University ofMas- 
sachusetts 

Kenneth B. Schwartz, Associate Professor, Chair- 
person of the Department; B.S., M.S., University of 
Rhode Island; Ph.D., Syracuse University 

FrederickJ. Zappala, Associate Professor; B.S.B.A., 
Boston College; M.B.A., University of Pennsyl- 
vania; C.P.A., Massachusetts 

Jeffrey R. Cohen, Assistant Professor; B.S., Bar 
Ilan University; M.B.A., Columbia University; 
Ph.D., University of Massachusetts at Amherst; 
C.M.A. 

Stanley J. Dmohowski, Assistant Professor; 
B.S.B.A., Boston College; M.B.A., New York 
University; C.P.A., Massachusetts 

Theresa Hammond, Assistant Professor; B.S., 
University of Denver; M.S.A., Ph.D., University 
of Wisconsin 

Dennis Hanno, Assistant Professor; B.B.A., Uni- 
versity of Notre Dame; M.S., Western New En- 
gland College, Springfield; Ph.D., University of 
Massachusetts, Amherst 

Gil J. Manzon, Assistant Professor; B.S., Bentley 
College; D.B.A., Boston University 

Billy Soo, Assistant Professor; B.S., University of 
Philippines; M.S., Ph.D., Northwestern Univer- 
sity 

Lisa R. Soo, Assistant Professor; A.B., Brown 
University; D.B.A., Boston University 

Progyan Basu, Instructor; B.E., Jadavpur Univer- 
sity, India; M.B.A., University of Missouri, Kan- 
sas City; Ph.D.(cand.), University of Nebraska, 
Lincoln 



BUSINESS LAW 

Faculty 

Frank J. Parker, S.J., Professor; B.S., College of 
the Holy Cross; J. D., Fordham University Law 
School; M.Th., Louvain University 

David P. Twomey, Professor, Chairperson of the 
Department; B.S., J.D., Boston College; M.B.A., 
University of Massachusetts 

Alfred E. Sutherland, Associate Professor; B.S., 
AM., J.D., Boston College 

S. Anita Ryan- Webster, Assistant Professor; B.A., 
J.D., Boston College 

COMPUTER SCIENCE 

Faculty 

Peter G. Clote, Professor; B.S., Massachusetts 
Institute of Technology; M.A., Ph.D., Duke 
University 

Richard B. Maffei, Professor; B.S., Massachusetts 
Institute of Technology; M.B.A., Ph.D., Univer- 
sity of Pennsylvania 

Howard Straubing, Professor; A.B., University of 
Michigan; Ph.D., University of California at Ber- 
keley 

James Gips, Associate Professor; B.S., Massachu- 
setts Institute of Technology; M.S., Ph.D., 
Stanford University 

Peter Kugel, Associate Professor; A.B., Colgate 
University; Ph.D., Harvard University 

Michael C. McFarland, S.J., Associate Professor, 
Chairperson of the Department; A.B., Cornell Uni- 
versity; TH.M., M.Div., Weston School of The- 
ology; M.S., Ph.D., Carnegie-Mellon University 

C. Peter Olivieri, Associate Professor; B.S.B.A., 
M.B.A., Boston College; Ph.D., Columbia Uni- 
versity 

Radha R. Gargeya, Assistant Professor; B.E., 
Andhra University, India; M. Tech, Ph.D., In- 
dian Institute of Technology; Ph.D., Illinois In- 
stitute of Technology 

Robert P. Signorile, Assistant Professor; B.S., 
Queens College; M.S., New York University; 
M.S., Ph.D., Polytechnic University 



FINANCE 






Faculty 

Edward J. Kane, Cleary Professor; B.S., 
Georgetown University; Ph.D., Massachusetts 
Institute of Technology 

Mya Maung, Professor; A.B., Rangoon Univer- 
sity; A.M., University of Michigan; Ph.D., Catho- 
lic University 

Robert Taggart, Professor; B.A., Amherst Col- 
lege; M.S., Ph.D., Massachusetts Institute of 
Technology 

Hassan Tehranian, Professor, Chairperson of the 
Department; B.S., Iranian Institute of Advanced 
Accounting; M.B.A., Ph.D., University of Ala- 
bama 

George A. Aragon, Associate Professor; A.B., Uni- 
versity of California at Los Angeles; D.B.A., 
Harvard University 

Laurence M. Benviniste, Assoc iate Professor; B . S . , 
University of California, Irvine; Ph.D., Univer- 
sity of California, Berkeley 

Clifford G. Holderness, Associate Professor; A.B., 
J.D., Stanford University; M.Sc, London School 
of Economics 

John G. Preston, Associate Professor; B.A.Sc, 
University of British Columbia; M.B.A., Western 
Ontario; D.B.A., Harvard University 

Elizabeth Strock, Associate Professor; B.B.A., 
College of William and Mary; Ph.D., University 
of Massachusetts at Amherst 

Nickolaos G. Travlos, Associate Professor; B.S., 
University of Athens, Greece; M.B.A., M.Phil., 
Ph.D., New York University 

Kathleen Hevert, Assistant Professor; B.S., Uni- 
versity of Delaware; Ph.D., University of North 
Carolina at Chapel Hill 

Robyn McLaughlin, Assistant Professor; B.A., 
Swarthmore College; M.B.A., University of 
Michigan; Ph.D., Massachusetts Institute of Tech- 
nology 

Timothy S. Mech, Assistant Professor; B.A., Indi- 
ana State University; M.S., Ph.D., University of 
Rochester 

Hamid Mehran, Assistant Professor; B.A., Gilan 
College of Management; Ph.D., University of 
North Carolina, Chapel Hill 

Manoj Singh, Assistant Professor; B.Tech., Indian 
Institute of Technology, Kanpur; M.S., Ph.D., 
Purdue University 

William J. Wilhelm, Assistant Professor; B.B.A., 
M.A., Wichita State University; Ph.D., Louisiana 
State University 



Carroll Graduate School of Management • Departments and Faculty • 117 



MARKETING 

Faculty 

John T. Hasenjaeger, Associate Professor; B.S., 
Bradley University; M.S., Southern Illinois Uni- 
versity; Ph.D., Syracuse University 

Raymond F. Keyes, Associate Professor; A. B . , Colby 
College; M.B.A., Boston College 

Michael P. Peters, Associate Professor, Chairper- 
son of the Department; B.S., M.B.A., Northeastern 
University; Ph.D., University of Massachusetts 

Victoria L. Crittenden, Assistant Professor; B.A., 
Arkansas College; M.B.A., University of Arkan- 
sas; D.B.A., Harvard University 

Jean Romeo, Assistant Professor; B.S., Bucknell 
University; Ph.D., University of Massachusetts, 
Amherst 

Martin Roth, Assistant Professor; B.A., M.B.A., 
Ph.D., University of Pittsburgh 

Gerald E. Snath, Assistant Professor; B.A., Brandeis 
University; M.B.A., Harvard University; DBA, 
Boston University 

Eugene Bronstein, Lecturer; A.B., Dartmouth 
College; M.B.A., Harvard University 



ORGANIZATION STUDIES— HUMAN 
RESOURCES MANAGEMENT 

Faculty 

Jean M. Bartunek, R.S.C.J., Professor; A.B., 
Maryville College; A.M., Ph.D., University of 
Illinois at Chicago 

William R. Torbert, Professor; B.A., Ph.D., Yale 
University 

James L. Bowditch, Associate Professor; B. A., Yale 
University; M.A., Western Michigan University; 
Ph.D., Purdue University 

Dalmar Fisher, Associate Professor, Chairperson of 
the Department; B.S., Northwestern University; 
M.B.A, Boston College; D.B.A., Harvard Uni- 
versity 

Judith Gordon, Associate Professor; A.B., Brandeis 
University; M.Ed., Boston University; Ph.D., 
Massachusetts Institute of Technology 

John W. Lewis, III, Associate Professor; A.B., 
Ohio Wesleyan University; Ph.D., Case Western 
Reserve University 

Richard P. Nielsen, Associate Professor; B . S . , M . A. , 
University of Pennsylvania; Ph.D., Syracuse Uni- 
versity 

William Stevenson, Associate Professor; B.S., 
University of Maryland; M.A., Ph.D., University 
of California 

Frank A. Dubinskas, Assistant Professor; B.A., 
Yale University; M.A., Ph.D., Stanford Univer- 
sity 

J. Douglas Orton, Instructor; B.A., M.O.B., 

Brigham Young University; Ph.D. (cand.), Uni- 
versity of Michigan 



OPERATIONS AND STRATEGIC 
MANAGEMENT 

Faculty 

Joseph A. Raelin, Professor; A.B., Ed.M., Tufts 
University; C.A.G.S., Boston University; Ph.D., 
SUNY, Buffalo 

Larry P. Ritzman, Galligan Professor; B.S., M.B.A. , 
University of Akron; D.B.A., Michigan State 
University 

John E. Van Tassel, Professor; B.S., B.A., A.M., 
Boston College; Ph.D., Harvard University 

Samuel B. Graves, Associate Professor; B.S., U.S. 
Air Force Academy; M.S., D.B.A., The George 
Washington University 

Hassell McClellan, Associate Professor; B.A., Fisk 
University; M.B.A., University of Chicago, 
D.B.A., Harvard University 

David C. Murphy, Associate Professor; B.B.S., 
New Hampshire College; M.B.A., D.B.A., Indi- 
ana University 

Jeffrey L. Ringuest, Associate Professor, Chairper- 
son of the Department; B.S., Roger Williams Col- 
lege; M.S., Ph.D., Clemson University 

M.HosseinSafizadeh,.4worwffPro/e.awvB.B.A., 
Iran Institute of Banking; M.B.A., Ph.D., Okla- 
homa State University 

Sandra A. Waddock, Associate Professor; B.A., 
Northeastern University; M.A., Boston Univer- 
sity; M.B.A., D.B.A., Boston University 

Nan S. Langowitz, Assistant Professor; B.A., 
Cornell University; M.B.A., New York Univer- 
sity; D.B.A., Harvard University 

Richard McGowan, S.J., Assistant Professor; B.S., 
University of Pennsylvania; M.S., University of 
Delaware; M.A., Fordham University; M.Div., 
M.Th., Weston School of Theology; D.B.A., 
Boston University 

Catherine S. Lerme, Instructor; B.S., Lycee 
Michel Montaigne, France; M.S., Ecole Nationale 
Superieore De Chimie, France; M.B.A., Ph.D. 

(cand.), University of Massachusetts, Amherst 

David R. McKenna, Lecturer; B.S., M.B.A., Bos- 
ton College 

Lawrence Halpern, Lecturer; B.A., Harvard 
University; M.B.A., Columbia University 






118 • Graduate School of Social Work • Degree Programs 



Graduate School of Social Work 



In keeping with the four-century Jesuit tradition of educating 
students in the service of humanity, Boston College established 
a Graduate School of Social Work in March, 1936. In addi- 
tion to providing foundation courses for all students, its professional 
programs afford each the opportunity to concentrate in a social work 
method: clinical social work or social planning and administration 
on the Master's level; clinical social work or social planning on the 
Doctoral level. Practice area subconcentrations, including Child 
Welfare, Occupational Social Work, Health and Medical Care, Fo- 
rensic Social Work and Gerontology, are also available within the 
Master's level concentrations. 



PROFESSIONAL PROGRAM: MASTER'S 

LEVEL 

The Master's Program is accredited by the Coun- 
cil on Social Work Education and is designed for 
completion in two full-time academic years of 
concurrent class and field work. Students may also 
take the First Year segment on a part-time basis 
over four semesters and a summer. All degree 
requirements are to be fulfilled within a period of 
six years, at least one of which must be a year of 
residence. 

Off-campus Opportunities: A major portion of 
the part-time component is available at sites in the 
Worcester, Plymouth, and Springfield areas, and 
Portland, ME., in addition to Chestnut Hill. 
While classes for all students in the final full-time 
year are conducted on the main campus, field 
placements can be arranged in the respective geo- 
graphic areas. 

Social Work Practice 

The foundation course in social work practice is 
designed to acquaint students with the generic 
aspects of theory and practice skills common to 
all modes of intervention with individuals, fami- 
lies, small groups and communities. It also incor- 
porates a bridging component relating the con- 
tent to the specific modes in which the students 
plan to concentrate and is a prerequisite for them: 
SW 700 Social Work Practice 

Social Welfare Policy and Services 

foundation courses in the Social Welfare Policy 
and Services area are designed to give the student 
a knowledge of the various social welfare prob- 
lems and issues that affect individuals in today's 
world. Offerings include foundation courses and 
electives with advanced content. 
SW 701 The Social Welfare System 
SW 702 Social Policy Analysis 
SW 801 Racism: Dynamics of Social Process 
SW 802 The Challenge of the Aging Society: 
Issues and Options 
SW 805 Issues in Family and Children's Services 



SW 808 Legal Aspects of Social Work 

SW 81 3 Comparative Policy Analysis and Field 
Experience 

SW 814 Ethical and Policy Issues in 
Contemporary Health Care 

SW 8 1 8 Forensic Issues for Clinical Social 
Workers-Focus: Prisoners 

SW 819 SWPS Independent Study 

Human Behavior and the Social 
Environment 

Courses in the Human Behavior and Social En- 
vironment area are designed to give the student a 
knowledge of the physical, psychological, and 
social/environmental forces that affect human 
development. Course offerings are: 
SW 72 1 Human Behavior and the Social 
Environment 
SW 722 Psychosocial Pathology 

SW 724 Social Work Perspectives on 
Organizations and Communities 

SW 727 Substance Abuse: Alcohol and Other 

Drugs 

SW 820 Advanced Social Work Practice in 

Response to the AIDS Epidemic 

SW 82 1 Small Group Theory 

SW 822 The Traumatic Impact of Victimization 

on Child and Adolescent Development 

SW 827 Ego Psychology 

SW 833 Social Gerontology 

SW 836 Self Psychology 

SW 839 HBSE Independent Study 

Social Work Research 

Research is viewed as an action-oriented method 
of social work intervention building knowledge to 
improve social work and social welfare services. 
The curriculum focus is to produce social work 
practitioners who (1) are concerned and knowl- 
edgeable about issues, needs, and service delivery 
problems of at-risk groups, and (2) are able to 
design and implement research efforts relevant to 
social work practice with such groups. 



Foundation and elective courses include: 
SW 740 Introduction to the Computer 
SW 747 Research Methods in Social Work 
Practice 

SW 751 Quantitative Methods in Social Work 
Practice 

SW 840 Advanced Quantitative Analysis 
SW841 Evaluative Research for Micro-Practice 
SW 844 Evaluative Research for Macro- 
Practice 

SW 845-846 Research Design Seminar I-II 
SW 848 Research Readings in Women's Issues 
SW 849 Research Independent Study 

SW 850 Advanced Couples and Family 

Therapy: Research Group/Independent Study 

SW 85 1 Policy Analysis Research for Social 

Reform 

SW 854 Behavioral and Political Dynamics of 

Poverty 

Field Instruction 

Social work graduate education requires that stu- 
dents complete two field practica in affiliated 
agencies/organizations under qualified field in- 
structors. Field placements offer students oppor- 
tunities to become involved in "hands on" expe- 
rience: to learn agency functions and policy; to 
become familiar with community resources; to 
apply theory to practice; and to develop a profes- 
sional social work identity. Placements are in 
public and private social agencies; clinics, hospi- 
tals, schools and prisons; community, social and 
health planning agencies; and in selected occupa- 
tional settings. Field offerings include: 
SW 900 Field Practicum Lab 
SW 901-902 (or 905) CSW Field Instruction I- 
II 

SW 903-904 CSW Field Instruction III-IV 
SW 907-908 (or 909) Social Planning and 
Administration Field Instruction I-II 
SW 914-916 Community Organization, Social 
Planning and Policy Field Instruction III-IV 
SW 919-920 Human Services Administration 
Field Instruction III-LV 

Clinical Social Work 

Clinical Social Work is an orderly process of 
working with individuals and families to help 
them in dealing with personal, interpersonal and 
environmental difficulties. The process includes 
an exploration and understanding of the person 
and the nature of his/her difficulties, and the pur- 
poseful use of a variety of interventive skills de- 
signed to reduce the difficulties and to increase 
the individual's capacity for adequate social func- 
tioning. 

The curriculum is arranged so that the student 
acquires a foundation in the generic aspects of 
clinical social work and is afforded an opportu- 
nity to expand his/her knowledge and skill 
through the selection of electives that are related 
to specific aspects of practice. 



Graduate School of Social Work • Df.gree Programs • 1 19 



The course offerings are: 
SW 762 Basic Skills in Therapeutic Intervention 

SW 860 Advanced Couples and Family 

Therapy: Theory, Evaluation and Practice 

SW 86 1 Differential Assessment and Intervention 

SW 862 Social Work with the Deaf and Hard of 

Hearing 

SW 863 Cross-Cultural Social Work 

SW 864 Group Therapy 

SW 865 Family Therapy I 

SW 866 Therapeutic Interventions with the 

Elderly 

SW 867 Clinical Social Work Treatment of 

Children and Adolescents 

SW 868 Integrative Seminar in Clinical Social 

Work 

SW 869 Clinical Social Work Independent Study 

SW 871 Social Work in an Extreme Stressful 

Environment: the Prison 

SW 873 Psychosocial Dimensions of Health 

and Medical Care Practice 

SW 874 Adult Psychological Trauma: 

Assessment and Treatment 

SW 875 Family Therapy II 

SW 880 Social Work Practice in Child Welfare 

Social Planning and Administration 

Emphasizing disciplined inquiry, theoretical and 
skill-based knowledge for practice, and commit- 
ment to social justice, the Concentration in So- 
cial Planning and Administration prepares stu- 
dents for leadership roles in human services. The 
program seeks to attract students capable of mak- 
ing important contributions over their profes- 
sional careers to human services and other social 
interventions that enhance individual, family, and 
societal well-being. More particularly, this area of 
the curriculum is designed to provide students 
with the knowledge and skills necessary for: 

• planning, implementing and managing human 
services; 

• utilizing participatory strategies which involve 
individuals, groups and organizations in planned 
development processes; 

• providing executive leadership which is both 
creative and practical for private and public hu- 
man service agencies; 

• advancing social policy that enhances the well- 
being of individuals, families, communities and 
society, with special regard for the needs of low- 
income and otherwise vulnerable populations; 

• researching, analyzing, and evaluating policies 
and programs. 

Students may choose one of two tracks within 
the concentration, either Community Organiza- 
tion, Social Planning and Policy (COSPP), or Hu- 
man Services Administration. COSPP prepares so- 
cial workers for staff and leadership roles in ad- 
vocacy, community development, policy develop- 
ment, social planning and policy analysis. The 
Administration track prepares managers commit- 
ted to social work goals and skilled in techniques 
of human services management. Through group- 



ing of electives, students in either track may also 
subconcentrate in a field of practice. 

The Concentration builds on the School's 
foundation courses with a joint methods course 
and first year field curriculum designed for all stu- 
dents in both the COSPP and Administration 
tracks. In addition, each track includes two ad- 
vanced methods courses, a human behavior/social 
environment corollary, and a second year meth- 
ods-specific field practicum, as well as supplemen- 
tary electives. 

Course offerings are: 
SW 790 Social Work in Industry 
SW 800 Basic Skills in SPA Interventions 
SW 809 Administration of Human Services 
Programs 

SW 810 Seminar in Administration and 
Financial Management 

SW 816 Supervision and Staff Management 

SW 883 Social Planning in the Community 

SW 884 Strategic Planning 

SW 888 Seminar in Community Organization 

and Political Strategy 

SW 897 Planning for Health and Mental Health 

Services 

SW 899 CO/SP Independent Study 

JOINT DEGREE PROGRAMS 

The Graduate School of Social Work has insti- 
tuted three joint degree programs with other 
graduate units of Boston College. Particulars on 
each are available from the respective Admissions 
Offices, and candidates must apply to and be ac- 
cepted by each of the relevant schools indepen- 
dently. 

The M.S.W./M.B.A. Program, in cooperation 
with the Carroll Graduate School of Manage- 
ment, involves three full-time years, one each in 
the foundation years of both schools, and the third 
incorporating joint class and field work. 

The four-year M.S. W./J.D. Program, inaugu- 
rated in 1988 with Boston College Law School, 
requires a foundation year in each school followed 
by two years of joint class and field instruction 
with selected emphasis on such areas as family law 
and services; child welfare and advocacy; socio- 
legal aspects and interventions relating to poverty, 
homelessness, immigration, etc. 

The three-year M.S.W./M.A. (Pastoral Min- 
istry) in conjunction with the Boston College 
Institute for Religious Education and Pastoral 
Ministry was begun in 1989 and consists of a foun- 
dation year in each curriculum with a third year 
of jointly administered class and field instruction. 
Areas of focus include clinical work in hospitals 
and prisons, organizational services/administra- 
tion, and parish social ministry. 

Accelerated B.A./M.S.W. Program 

In cooperation with the College of Arts and Sci- 
ences, the School has instituted a Three/Two 
Program whereby a limited number of Psychol- 
ogy and Sociology Majors may combine first-year 
Graduate Social Work courses and field work 



with their junior and senior studies, receive the 
B.A. at the end of four years, and then enroll for- 
mally for the final year of the M.S.W. Program. 

For sophomore prerequisites and application 
information, undergraduates should call the 
Graduate School of Social Work Director of 
Admissions, Ext. 4024. 

The School also offers an upper-division in- 
troductory course which is not applicable to the 
M.S.W. degree: SW 600 Introduction to Social 
Work is cross-listed with the Departments of 
Psychology and Sociology, College of Arts and 
Sciences. 

PROFESSIONAL PROGRAM: DOCTORAL 
LEVEL 

The Doctor of Social Work program for M.S.W. 
practitioners who have demonstrated competence 
in a practice method is designed to 1) extend the 
student's conceptual and empirical knowledge 
about clinical or social policy analysis and plan- 
ning methods of social work practice which are 
responsive to people in need of services; and 2) 
integrate the student's research competencies 
with clinical or planning competencies in order 
to develop social workers with the capacity for 
formulating and implementing systematic stud- 
ies of professional practice. 

Six core courses, four specialization courses 
(clinical or planning), four electives and nine dis- 
sertation-related credits, comprise the 5 1 credits 
required for the DSW. The program, instituted 
in 1979, is designed for part time study. Courses 
offered to date include: 
SW 960 Public Policy as a Field 
SW 962 Social Policy Analysis 
SW 963 Scientific Inquiry in Social Work 
SW 964 Statistical Analysis for Social Work 
Research 

SW 965 Evaluation of Outcomes in Clinical 
Practice 

SW 966 Dissertation Seminar 
SW 971 Doctoral Seminar in Clinical Practice I 
SW 972 Empirical Clinical Practice 
SW 973 Comparative Models of Intervention 
SW 974 Issues in Clinical Social Work Practice 
SW 976 Ego Psychology and Clinical Practice 
SW 980 Social Planning Theory 
SW981 Social Planning Models: Congruence 
and Evaluation 

SW 982 Participatory Dynamics of Social 
Planning 

SW983 Planning for Specific Intervention 
Domains I 

SW 984 Planning for Specific Intervention 
Domains II 
SW 992 Correlation and Regression 

UN 880 Psychoanalytic Psychiatry: Issues in the 
Theory of Technique 

Independent Studies, Tutorials, Teaching 
Labs, Dissertation Direction, and Professional 
Workshops by arrangement. 



120 • Graduate School of Social Work • Faculty 



CONTINUING EDUCATION 

The Office of Continuing Education offers work- 
shops, seminars, institutes and mini-courses in a 
wide variety of subject areas for human services 
professionals. Continuing Education credits as- 
sociated with these offerings are applicable to 
Massachusetts Social Work Licensing require- 
ments. Advanced training certificate programs are 
also available. 

Information 

For a more detailed description of course offer- 
ings, the applicant should consult the Boston 
College Graduate School of Social Work Bulle- 
tin which may be obtained by writing to the Di- 
rector of Admissions, Boston College Graduate 
School of Social Work, Chestnut Hill, Massachu- 
setts 02167. 

FACULTY 

Carolyn B. Thomas, Professor Emeritus;B.A.S.A., 
M.A.S.A., Ohio State University; Ph.D., Smith 
College School for Social Work 

Dwight A. Adams, Associate Professor Emeritus; 
A.B., University of Michigan; M.S.W., Univer- 
sity of Michigan Graduate School of Social Work; 
Ph.D., l he Florence Heller School for Advanced 
Studies in Social Welfare, Brandeis University 

Kathleen A. O'Donoghue, Associate Professor 
Emeritus; B.S., Emmanuel College; M.S.W., Bos- 
ton College Graduate School of Social Work; 
Ph.D., Smith College School for Social Work 

June GaryHopps, Dean, Professor; A.B., Spelman 
College; M.S.W., Atlanta University; Ph.D., The 
Florence Heller School for Advanced Studies in 
Social Welfare, Brandeis University 

Demetrius S. Iatridis, Professor; A.B., Washing- 
ton Jefferson College; M.S., University of Pitts- 
burgh; Ph.D., Bryn Mawr 

Richard A. Mackey, Professor; A.B., Merrimack 
College; M.S. W., Catholic University of America; 
D.S.W., Catholic University of America 

Elaine Pinderhughes, Professor, Chair, Clinical 
Social Work; A.B., Howard University; M.S.W., 
Columbia University 

Robert L. Czstagnola, Associate Professor; B.S.S.S., 
Boston College; M.S.W., Boston College Gradu- 
ate School of Social Work 

Albert F. Hanwell, Associate Professor; Assistant 
Dean; B.S., Boston College; M.S.W., Boston 
College Graduate School of Social Work 

Eric R. Kingson, Associate Professor, Chair, Social 
Planning and Administration; B.A., Boston Uni- 
versity; M.P.A., Northeastern University; Ph.D., 
Brandeis University, The Florence Heller School 
for Advanced Studies in Social Welfare 

Thanh Van Tran, Associate Professor; B.A., Uni- 
versity of Texas; M. A., Jackson State University; 
M.S.S.W., Ph.D., University of Texas 

Nancy Veeder, Associate Professor; A.B., Smith 



College; M.S., Simmons College School of Social 
Work; Certificate of Advanced Study, Smith 
College School of Social Work; Ph.D., The Flo- 
rence Heller Graduate School for Advanced Stud- 
ies in Social Welfare, Brandeis University 

Leon F. Williams, Associate Professor, Chair, So- 
cial Work Foundation; B.A., Ohio State University; 
M.S.W., West Virginia University; Ph.D., 
Brandeis University 

Paul Wilson, Adjunct Associate Professor; B.A., 
Acadia University; M.DIV., Union Theological 
Seminary, New York; M.S.W., Ph.D., Washing- 
ton University, Missouri 

Fred Groskind, Assistant Professor; B.A., Mem- 
phis State University; M.S.S.W., University of 
Tennessee; Ph.D., University of Michigan 

Karen K. Kersten, Assistant Professor; B.A., Michi- 
gan State University; M.S.W., Ph.D., University 
of Michigan 

Regina O'Grady-LeShane, Assistant Professor; 
A.B., Caldwell College for Women; M.A., New 
School for Social Research; Ph.D., Brandeis Uni- 
versity 

Dorothy Weitzman, Adjunct Assistant Professor; 
B.A., Swarthmore College; M.S., University of 
Wisconsin; M.S.W., Columbia University School 
of Social Work 



Law School • Degree Programs • 121 



Law 



c h o o l 



Established in 1929, Boston College Law School is dedicated 
to the highest standards of academic, ethical and profes- 
sional development while fostering a unique spirit of com- 
munity among its students, faculty and staff. The 40-acre Law School 
campus in Newton is easily accessible by car and public transporta- 
tion, and has extensive academic, administrative and service facili- 
ties. Boston College Law School is accredited by the American Bar 
Association, is a member of the Association of American Law Schools 
and has a chapter of the Order of the Coif. 



PRE-LEGAL STUDIES 

Boston College Law School does not designate a 
particular undergraduate program or course of 
study as the best preparation for the study of law. 
Since law spans virtually all of the social, economic 
and political processes of our society, every un- 
dergraduate major will include areas of study 
which can relate to subsequent legal education. 

ADMISSION REQUIREMENTS 

An applicant for admission to Boston College Law 
School as a candidate for the degree of Juris Doc- 
tor must possess a Bachelor's degree from an ac- 
credited college or university. In addition, the 
applicant must take the Law School Admission 
Test (LSAT) and subscribe to LSDAS. The Law 
School has no minimum cutoff for either GPAor 
LSAT. Every application is read by the Director 
of Admissions and/or a member of the Admissions 
Committee. Boston College Law School strongly 
encourages applications from qualified minorities, 
handicapped or other students who have been 
socially, economically or culturally disadvantaged. 

Application Procedures 

Application must be made upon the official forms, 
and, as noted therein: 

1) Official transcripts of all collegiate, gradu- 
ate and professional study must be sent directly 
to the Law School Data Assembly Service. 

2) Two recommendations must be submitted 
with the Application to the Law School. 

3) The applicant must submit the Law School 
Application Matching Form, which is found in 
each applicant's LSAT/LSDAS registration 
packet, with the Application to Boston College 
Law School. 

4) Decisions made by the Committee on Ad- 
missions will be mailed to applicants commenc- 
ing in December. The application fee is not re- 
fundable. 

5) Acceptance Deposit: To hold a place in the 
class an accepted applicant must send an initial 
deposit of $200 to Boston College Law School 
within the time limit specified in the letter of ac- 
ceptance. The deposit will be credited toward 
tuition for the first semester. A second deposit of 
$400 is due and payable by June 1 . If notice of 
withdrawal is given to the school by July 1, $400 
of the acceptance deposits are refundable. 



6) First semester tuition and charges must be 
fully paid by August 15, or a date set in the tu- 
ition bills, in order to retain a place in the enter- 
ing class. Arrangements can be made to waive this 
requirement under special circumstances by con- 
tacting the Director of Admissions. 

Registration for Bar Examination 

Each student intending to take a state bar exami- 
nation should determine, by writing to the sec- 
retary of the Board of Bar Examiners of that state, 
the standards and requirements for admission to 
practice. Some states require a student, prior to 
or shortly after beginning the study of law, to 
register with the Board of Bar Examiners of the 
state in which he or she intends to practice. The 
Assistant Dean's office has bar examination infor- 
mation available. 

Auditors 

A limited number of applicants, usually members 
of the bar, who do not wish to study for a degree, 
but who desire to enroll in specific courses, may 
be admitted as auditors. Auditors must prepare 
regular assignments and participate in classroom 
discussions. They are not required to take exami- 
nations but may elect to do so. Normally, credit 
will not be certified for auditing. Auditors are 
charged tuition at the per credit hour rate. 

Advanced Standing 

An applicant who basically qualifies for admission 
and who has satisfactorily completed part of his 
or her legal education in another AALS-approved 
law school may be admitted to an upper class with 
advanced standing. Normally, four completed 
semesters in residence at Boston College which 
immediately precede the awarding of the degree 
will be required. Relatively few students with ad- 
vanced standing are admitted each year. Each 
transfer applicant must submit a transcript of his 
or her law school record, a letter of good stand- 
ing from his or her law school dean and a recom- 
mendation from a law school professor. Applica- 
tions must be received byjuly 1 from diose wish- 
ing to enroll for the fall semester. 

Financial Aid Programs 

All financial aid is processed through the 
University's Office of Financial Aid and the Law 
School Admissions Office. Awards are made on 



the basis of need and may include tuition remis- 
sion scholarships as well as low-interest loan 
funds. The Law School has also developed a Pub- 
lic Interest Loan Assistance program providing 
financial assistance to graduates taking tradition- 
ally lower-paying positions in government, non- 
profit corporations and legal services programs. 
Applicants wishing to be considered for financial 
aid may obtain the necessary applications by writ- 
ing to the Boston College Office of Financial Aid, 
Lyons Hall 2 10, Chestnut Hill, MA 02 167. 

Joint J.D./M.B.A. Program 

The Carroll School of Management and the Law 
School at Boston College have a joint J.D./ 
M.B.A. program. Students in the program are 
required to be admitted independently to both 
schools. Credit for one semester's courses in the 
M.B.A. program is given towards the J.D. degree, 
and, similarly, credit for one semester's courses 
in the Law School is given towards the M.B.A. 
degree. Both degrees can thus be obtained within 
four academic years, rather than the five required 
for completing the two degrees separately. Stu- 
dents interested can obtain detailed information 
from the Admissions Offices of both schools. 

Joint J.D./M.S.W. Program 

The School of Social Work and the Law School 
at Boston College have a joint J.D./M.S.W. Pro- 
gram designed for students interested in serving 
the combined legal and social welfare needs of 
individuals, families, groups and communities. 
Students may obtain the two degrees in four years, 
rather than the normally-required five years. Joint 
degree candidates must apply to and be accepted 
by both schools. Interested students can obtain 
more information from the Admissions Offices of 
both schools. 

Other Joint Degree Programs 

The Law School has no other formal joint degree 
programs. However, it encourages individual stu- 
dents who may be interested in joint degree pro- 
grams with other schools and departments at 
Boston College or, in some instances, with other 
universities in the Boston area, to propose a pro- 
gram to the Law School's Associate Dean for 
Academic Affairs. An average of six or more stu- 
dents each year are in programs that have been 
developed by students with the approval of the 
two schools involved. 

In addition to the above, students are permit- 
ted to take a maximum of four graduate level 
courses (12 credits) in other departments during 
their final two years with the consent of the As- 
sociate Dean. Also, students may cross-register for 
certain courses at Boston University School of 
Law. A list of courses is made available prior to 
confirmation of Registration. 

Tuition for joint programs is separately ar- 
ranged. 

London Program 

The Law School has a semester-abroad program 
with Kings College at the University of London. 
Students in the London Program have the oppor- 
tunity to enroll in courses taught in the LL.M. 
curriculum at Kings, and participate in a clinical 
European Law and Practice externship as well. 



122 • Si.umer Session 



Student placements have included positions with 
the court system as well as governmental and non- 
governmental law offices, and are supervised by 
a full-time member of the Boston College Law 
School faculty. 

INFORMATION 

For a more detailed description of course offer- 
ings, applicants should consult the Boston Col- 
lege Law School Bulletin which may be obtained 
by writing to the Office of Admissions, Boston 
College Law School, 885 Centre Street, Newton, 
MA 02 159. 

FACULTY 

Richard G. Huber, Professor Emeritus; B.S., U.S. 
Naval Academy; J. D., University of Iowa; LL.M., 
Harvard University; LL.D., New England School 
of Law; LL.D., Northeastern University 

Hugh J. Ault, Professor; A.B., Harvard Univer- 
sity; LL.B., Harvard University 

Charles H. Baron, Professor; A.B., Ph.D., Uni- 
versity of Pennsylvania; LL.B., Harvard Univer- 
sity 

Arthur L. Berney, Professor; A.B., University of 
Virginia; LL.B., University of Virginia 

Robert C. Berry, Professor; A.B., University of 
Missouri; LL.B., Harvard University 

George D. Brown, Professor; A.B., Harvard Uni- 
versity; LL.B., Harvard University 

Peter A. Donovan, Professor; A.B., Boston Col- 
lege; LL.B., Boston College Law School; LL.M., 
Georgetown University; LL.M., Harvard Uni- 
versity 

Scott FitzGibbon, Professor; A.B., Antioch Col- 
lege; J. D., Harvard University 

John M. Flackett, Professor; LL.B., University of 
Birmingham, England; LL.B., St. John's College, 
Cambridge; LL.M., University of Pennsylvania 

Sanford J. Fox, Professor; A.B., University of 
Illinois; LL.B., Harvard University 

Sanford N. Katz, Professor; A.B., Boston Univer- 
sity; J. D., University of Chicago 

Cynthia C. Lichtenstein, Professor; A.B., 
Radcliffe College; LL.B., Yale University; M.C.L., 
University of Chicago Law School 

Francis J. Nicholson, S.J., Professor; A.B., A.M., 
Boston College; Ph.L., S.T.L., Weston College; 
LL.B., LL.M., Georgetown University Law Cen- 
ter; LL.M., S.J.D., Harvard University 

Zygmunt J. B. Plater, Professor; A.B., Princeton 
University; J.D., Yale University; LL.M., Uni- 
versity of Michigan 

James S. Rogers, Professor; A.B., University of 
Pennsylvania; J. D., Harvard University 

Frank K. Upham, Professor; A.B., Princeton 
University; J. D., Harvard University 

Michael Ansaldi, Associate Professor; A.B., Co- 
lumbia University; J. D., Yale University 

Robert M. Bloom, Associate Professor; B.S., North- 
eastern University; J.D., Boston College Law 
School 



RobertJ. Cottrol, Associate Professor; A..B., Ph.D., 
Yale University; J. D., Georgetown University 

Phyllis Goldfarb, Associate Professor; B.A., 
Brandeis University; Ed.M., Harvard University; 
J.D., Yale Law School; L.L.M., Georgetown 
University 

IngridHfflinger, Associate Professor; A.B., Barnard 
College; J. D., College of William & Mary 

Ruth-Arlene W. Howe, Associate Professor; A.B., 
Wellesley College; S.M., Simmons College;J.D., 
Boston College Law School 

Judith A. McMorrow, Associate Professor; B.A., 
B.S., Nazareth College; J. D., University of Notre 
Dame 

Sharon Hamby O'Connor, Associate Professor 
and Law Librarian; A.B., Southern Methodist 
Unviersity; M.S. L.S., Columbia University;J.D., 
Harvard University 

Thomas C. Kohler, Associate Professor; A.B., 
Michigan State University; J.D., Wayne State 
University 

James R. Repetti, Associate Professor; B.A., 
Harvard College; M.B.A., J.D., Boston College 

Robert H. Smith, Associate Professor; B.A., 
Wesleyan University; J.D., University of Chi- 
cago 

Mark R. Spiegel, Associate Professor; A.B., Uni- 
versity of Michigan; J. D., University of Chicago 

Alfred C.C. Yen, Associate Professor; B.S., M.A., 
Stanford University; J. D., Harvard University 

Dean M. Hashimoto, Assistant Professor; A.B., 
Stanford University; M.S., University of Califor- 
nia (Berkeley); M.P.H., Harvard University; M.D., 
University of California (San Francisco); J.D., 
Yale University 



Renee M. Landers, Assistant Professor; A.B., 
Radcliffe College; J.D., Boston College Law 
School 

Daniel Barnett, Adjunct Assistant Professor; B.A., 
J.D., University of the Pacific 

Joan Blum, Adjunct Assistant Professor; A.B., 
Radcliffe College; J. D., Columbia University 

Leslie Espinosa, Adjunct Assistant Professor; B.A., 
University of Redlands; J. D., Harvard University 

George Fisher, Adjunct Assistant Professor; A.B., 
J.D., Harvard University 

Elisabeth Keller, Adjunct Assistant Professor; B.A., 
Brandeis University; M.A., J.D., Ohio State Uni- 
versity 

Carol Bensinger Liebman, Adjunct Assistant 
Professor; A.B., Wellesley College; A.M., Rutgers 
University; J.D., Boston University School of 
Law 

Jane K. Gionfriddo, Adjunct Assistant Professor; 
B.A., Wesleyan University; J. D., Boston Univer- 
sity 

Daniel Kanstroom, Adjunct Assistant Professor; 
B.A., State University of New York, Binghamton; 
J.D. Northeastern University- 
Jean E. McEwen, Adjunct Assistant Professor; 
B.A., University of Minnesota; J.D. , Northwest- 
ern University 

Alan Minuskin, Adjunct Assistant Professor; B.A., 
University of Miami; J.D. , New England School 
of Law 

Francine T. Sherman, Adjunct Assistant Profes- 
sor; B.A., University of Missouri; J.D., Boston 
College 

Paul R. Tremblay, Adjunct Assistant Professor; 
B.A., Boston College; J. D., University of Califor- 
nia, Los Angeles 



Summer Session 



With its wide range of accredited courses and 
special programs, Boston College Summer an- 
swers the educational needs of a broad spectrum 
of students at every level — those already in degree 
programs, at Boston College and at other insti- 
tutions, but also academic and business profes- 
sionals seeking to expand their capacity to meet 
the challenges in their specialized fields. 

The convenient suburban setting and exten- 
sive facilities for housing and recreation place 
Boston College Summer in a unique position to 
provide the student with an ideal environment for 
summer study. Although the student body is 
highly diversified, all intermingle successfully, 
enjoying a relaxed and enthusiastic faculty, smaller 
classes, and the summertime beauty of the cam- 
pus. 

The summer program takes place within two 
intensive six-week periods beginning in early May 
in which credits earned per course are equivalent 
to one semester of the regular academic year. 
Admission 

Under a policy of open registration, Boston 
College Summer welcomes all students, and no 
academic records need be submitted. However, 



dents should not confuse registration in the sum- 
mer with admission to regular University stand- 
ing, either in graduate or undergraduate pro- 
grams. 

As in the case with the rest of the University, 
Boston College Summer is coeducational and 
admits students of any race, creed, color, handi- 
cap, and national or ethnic origin. 
Graduate Students 

Visiting graduate students should possess the 
Bachelor's degree and are welcome to register for 
summer courses provided they observe any appli- 
cable course restrictions where they appear. 

Boston College graduate students in degree 
programs should consult with their advisors be- 
fore registering to make sure their summer course 
selections are consistent with their degree re- 
quirements. 

INFORMATION 

For information about the courses and special 
programs offered during the Summer Session, 
request a Summer Session Catalog from the Sum- 
mer Session Office, Boston College, Chestnut 
Hill. Massachusetts 02167. 



Campus Maps • 123 



Campus Maps 



Boston College 

CHESTNUT FULL CAMPUS 





SEP'EMete 1001 



Boston College 

NEWTON CAMPUS 



Boston College 

WESTON OBSERVATORY 



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124 • Administration 



Administration 



THE BOARD OF TRUSTEES 

John M. Connors, Chairman 

Geoffrey T. Boisi, Vice-Chairman 

Joseph Abely, Jr. 

Joseph A. Appleyard, S J. 

Geoffrey T. Boisi 

Wayne A. Budd 

Denis H. Carroll 

James F. Geary 

William F. Connell 

John M. Connors 

John M. Corcoran 

Brian E. Daley, SJ. 

Michael A. Fahey, S J. 

Dr. Yen-Tsai Feng 

Charles D. Ferris 

Thomas J. Flatley 

Samuel J. Gerson 

Susan M. Gianinno 

John P. Giuggio 

Roberta L. Hazard 

George W. Hunt, S.J. 

Michael D. Jones 

Judith B. Krauss 

Michael J. Lavelle, S.J. 

Peter S. Lynch 

Catherine T. McNamee, C.S.J. 

John A. McNeice, Jr. 

J. Donald Monan, S.J. 

Robert J. Morrissey 

Robert J. Murray 

R. Michael Murray, Jr. 

David S. Nelson 

Kevin G. O'Connell, S.J. 

Edward M. O'Flaherty, S.J. 

Thomas D. O'Malley 

Thomas P. O'Neill, Jr. 

Nicholas S. Rashford, S.J. 

E. Paul Robsham 

Walter R. Rossi 

Warren B. Rudman 

Marianne D. Short 

Sylvia Q. Simmons 

Richard F. Syron 

Sandra J. Thomson 

Thomas A. Vanderslice 

The Corporate Title of Boston College is 
Trustees of Boston College 



THE OFFICERS OF THE UNIVERSITY 

Rev. J. Donald Monan, S.J., Ph.D., 

University of Louvain 
President 

John T. Driscoll, B.S., Boston College 
Vice President for Administration 

Rev. Joseph P. Duffy, S.J., Ph.D., Fordham 
University 
University Secretary 

Kevin P. Duffy, Ph.D., Boston College 
Vice President for Student Affairs 

Margaret A. Dwyer, M.Ed., Boston College 
Vice President and Assistant to the President 

James P.